Community language schools in Australia are complementary schools established and led by minority communities. They aspire to help in intergenerational language and identity transfer, but former research has pointed out that they position their students monolingually which challenges how bilingual speakers employ their language in present-day society. When taught online, students' agency intensified outside of the learning setting, where students repositioned themselves as outer learners and used scaffolding with humans and technology via bilingual practices to build novel knowledge.