Guided by Multiple Literacies Theory and translanguaging, this inquiry examines how Chinese children in a Mandarin–English bilingual program skillfully navigate different languages in their literacy practices. Results point out that these children surpassed languages boundaries among English, Hanyu Pinyin, simplified and traditional scripts of Chinese in their literacy practices. They showed creative uses of languages, like inventing poems, playfully creating nicknames and homonyms; they were critical of copying Chinese characters, a common literacy practice in Chinese learning, defying both the authority of the teacher and of the text. Their creativity and criticality contradicts the traditional image of Chinese learners.