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This study explores the linguistic violence of bilingual Latina/o/x adolescents in school settings in Southcentral Texas. In addition, the paper examines how these students see themselves as proficient Spanish/English bilinguals. In doing so, the author uses a language ideologies framework coupled with Anthropolitical linguistics. Within this overarching perspective, the author also utilizes a raciolinguistics lens to support his findings. Using a fluid ethnographic approach, the author collected data through class observations, interviews, focus groups, and students’ artifacts. Findings were grouped into two main categories with some subsections: (1) linguistic violence; (a) marginalization of Spanish and its speakers; (b) legitimizing varieties of the Spanish language; and (c) language loss and blocking biliteracy, and (2) languacultural identity: (a) bilingualism is our language. Implications for teachers, school administrators, and teacher preparation programs are discussed. This study contributes to the field of bilingualism, language violence, and identity of marginalized adolescents.

“Go Back to Mexico:” Linguistic Violence, Bilingualism, and Identity of Latina/o/x Bilingual Adolescents