This paper contributes to southern theorization of multilingualisms. Noting the predominance of northern-generated academic debates, we discuss perspectives from close engagement with southern socio-historical and political contexts, and through prioritizing community and teacher outlooks on multilingualism. Our account is illustrated with examples of linguistic citizenship that highlight local agency and dialogue in border-crossing across multiple linguistic and institutional regimes. Drawing on examples from our research in Brazil, South Africa and Australia, we focus on four agentic multilingual moves that illustrate linguistic citizenship and challenge coloniality. Each of these moves (contestation, transgression, negotiation, and conversation) implies that teachers must situate their work within relationships of reciprocity, and 'from below.'