This talk draws on “raciolinguistic ” perspectives to explore how language and race were perceived, constructed, and invoked in a diverse urban elementary school in Los Angeles, California. Based on ethnographic and interactional data from a Spanish-English dual language classroom, the talk illustrates how “raciolinguistic ideologies” mediated the construction of racialized subjectivities and reified forms of language among a diverse group of multilingual children and their teachers. The dynamic translingual practices of these children are ...