This contribution to the "APSE" special issue, "Equity and Diversity in Science Education: Implications for the Asia-Pacific Region," presents research on plurilingual students' interactions in science drawn from several studies in the multilingual context of Luxembourg. The goal of the manuscript is to present dialogic pedagogies and multimodal methodologies as central to working towards equitable practices in science education, in particular when working with culturally and linguistically diverse students. Through a layering of claims from prior case studies, the manuscript makes three assertions: multimodal methodologies highlight children's embodied participation in science; multimodal methodologies support resource-rich perspectives on children; and dialogic pedagogical structures mediate children's engagement of resources. An interpretive discussion focuses on the necessity of situating difference as a resource, and implications are raised for science education teaching and research.