In this commentary, I review Kellogg's comments on a recent editorial in the journal "Mind, Culture, and Activity" (Roth, 2008). Concerning Kellogg's code-switching model for learning language, I present and exemplify a dialectic problem of multi/cultural literacy: the first articulation that crosses the boundaries of cultures and languages presupposes the heterogeneous Self and culture/ language in which the boundaries are already problematized. I take a Vygotskian approach and articulate that the heterogeneous nature of communicative performances constitutes the central aspect for this dialectic constitution of multi/cultural literacy. Therefore, I comment that ontology of difference constitutes the theoretical framework that explains "development." (Contains 1 figure.)