The basic argument of this paper is that multiple language use in learner output is not always and exclusively indicative of the deficient nature (V. Cook, 1999; Firth and Wagner, 1997; Kramsch, 1997, 1998) of the language learner with respect toan idealized monolingual second language (L2) linguistic norm. Multilingual written learner texts and learners’ explications of these texts are examined in detail. These data suggest that learners conceptualize themselves as multicompetent (V. Cook, 1991, 1992, 1999) speakers who regularly, playfully and creatively decouple conventionalized L2 form-meaning pairings in order to produce and use their own locally relevant L2 signs. Within mainstream Second Language Acquisition (SLA) research practices and correctness-oriented Foreign Language Teaching (FLT) methodologies, this departure from norm approximation may be interpreted to indicate the reduced (Harder, 1980) or deficient nature of the learner. Within a Vygotskian approach to the psychology of mind and language learning (e.g., Lantolf, 2000a; Lantolf and Appel, 1994; Vygotsky, 1978, 1986), however, the learner’s playful use of multiple linguistic codes may index resourceful, creative and pleasurable displays of multicompetence (V. Cook, 1991,1992).