This chapter focuses on how a multilingual approach to TESOL has the potential to rethink students’ language proficiency and linguistic citizenship. Through this discussion, I show why developing students’ language proficiency alone—and ignoring their linguistic citizenship—undermines the growing call for supporting equity, diversity, and inclusion both within and outside the field of TESOL. After presenting three concepts of power: power-over, power-to, and power-with, I argue that multilingual practices of TESOL must develop and utilize the notion of power-with. Then I elucidate the concept of “emotional geography of languages” and underscore its relevance for a multilingual approach to TESOL. I conclude the chapter by reiterating my key arguments and by highlighting how emotional geography of languages can be a basis for taking multilingual approaches to TESOL in which teachers and learners co-construct power-with while reconceptualizing language proficiency and linguistic citizenship.