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This paper reports one part of an ethnographic case study on a Sino-Canadian transnational education programme in southern China. The framework of multiliteracies pedagogy elucidates data collected from classroom observations and teacher interviews. Key findings relate Chinese and Canadian teachers' efforts to nurture emerging global citizens' multilayered linguistic and cultural identities in response to the school's hybrid Sino-Canadian curriculum. Data also intimate literacy teachers' power negotiations pertaining to modality, regional/international languages, the school's imbalanced emphasis on English curricula, and local and global accountability models by building in multiple literacy practices and modes of representations to cater to students' diversified needs. [ABSTRACT FROM AUTHOR]