In this article, the authors discuss polyvocality, which is the equitable presence of multiple voices engaging in a humanizing dialogue, to facilitate literacy growth, nurture relationships, and build students' confidence in K-12 classrooms. Making classroom talk an integral component of small- and whole-group discussions allows students to hone their listening and speaking skills, which improves writing, creates a generative and supportive learning community, and prepares students to become powerful speakers. We draw on scholars such as Habermas (1962), Dewey (1938), Freire (1970), Banks (1988), and Ladson-Billings (1994) to highlight the importance of dialogue and emphasize the importance of developing multiple literacies; however, we stress our ultimate goal is to help all students to become mindful and empowered contributing members of families, communities, and the global public sphere. We offer specific ways to incorporate classroom talk into everyday literacy instruction to create a culturally responsive learning environment, and we conclude with concrete examples of students' multimodal projects and presentations, from classroom trials and debates to projects based on a novel (e.g., rap songs, short film, alternative final chapter) to ensure every student's voice is heard, valued, and celebrated.