This chapter focuses on current thinking around the concept of pluriliteracies as an ‘ecological growth model’ for learning and its potential for enriching classrooms into sites of deeper integrated learning. This resonates with more recent interest in the role of literacies in the field of CLIL pedagogy, which, according to Morton (2018: 56), ‘adds a focus on subject-specific literacy to that of content and language’. Dalton-Puffer (2014) suggests that given the wide range of theoretical perspectives associated with bilingual learning, there is a need to openly address ‘objectively unresolvable debates’. However although such positive positioning moves thinking forward, it is not enough. Instead, Van Lier (2010) advocates a more ecological perspective to overcome conflicts between theoretical positioning and practical positioning. The chapter explores ways in which pluriliteracies can be embedded in learner-driven pedagogies, which are socially inclusive and potentially transformative and redefine ‘successful learning’, across the curriculum.