It has been widely recognised that plurilingual pedagogy offers many benefits both for language learning and learning in general. However, in contexts where the linguistic profile of students is diverse, it can still be challenging for teachers to view working with the language resources of their students as feasible. In this article, we discuss how engaging students in digital multimodal composing (DMC) can support teachers' uptake of plurilingual pedagogy. We draw on data collected from a design-based qualitative study that investigated the implementation of plurilingual pedagogy in primary classrooms in Australia. In this study, teachers engaged in professional learning on plurilingual strategies alongside digital multimodal composing. The study identified a number of affordances of digital multimodal composing that were particularly beneficial for inclusion of students' varying knowledge of language. They included (1) an aural mode of meaning-making, (2) a playful composing process and (3) a flexible interplay of languages and modes in digital texts. The article concludes by discussing approaches to the use of digital multimodal composing for plurilingual strategies in linguistically diverse settings.