This article explores the "geographies of difference" at LI-NSU, a Mexican university program where English is the predominant language of instruction. The interactions between LI-NSU students and students from other programs are marked by themes of national identity and symbolically charged views of English, creating a contested "poetics of space" within the classroom and beyond. The article questions the impact that English-only classrooms may have on student identity in contexts where English is not the official or dominant language.