Engaging in ethnographic sibling research, my brother and I intended to contribute to the knowledge of a multilingual learner's literacy practices via Zoom. We discuss agency and negotiated interaction between the ethnographer and sibling-participant. We examine data from field notes, interviews, and participant artifacts using a social semiotic multimodal framework to understand how an English as an Additional Language (EAL) Learner made meaning of L2 undergraduate content. We argue that the accessibility of semiotic and multimodal resources to the L2 learner can influence engagement with the L2 content. The study suggests sibling research provides a unique lens for uncovering learning practices that often remain hidden. My brother demonstrated active participation in learning by capturing and revisiting critical information and decoding texts with the support of his home language.