This paper discusses the emerging and multidimensional category in a study about the development of a didactic material for Spanish learning in bilingual and multimodal settings. Since didactic materials for L2 education seemed to rely on geopolitics of linguistic knowledge and on second generation-based interaction in distance learning, this study aimed at creating a bilingual didactic resource for learning in a hybrid and intercultural environment. This blended material for Spanish as a second language learning was developed through a methodological path with a threefold purpose: creation, application and evaluation. This descriptive-interpretive study was framed within the qualitative paradigm. Data collection instruments were images or visual data along with field notes taken during the application of the didactic resource in a simulated experience. Findings center on an emerging category presented as a neologism. This category embraces the concept of materialese, understood as the didactic objects’ language, which involves linguistic, social and cultural dimensions. This multimodal voice of materials allows for intercultural spaces where emergent bilinguals can interact and learn from their border thinking (Mignolo, 2000; Icaza, 2017). Languages´ role and sociocultural practices were negotiated through intercultural communication in our didactic guide’s multimodal voice. The impact of didactic materials seems mediated by their voice acquired before, during and after their development.