This paper investigates how bilingualism is understood and practiced by adults and students in a dual-language elementary school. In this dual-language program, native English speakers and native Spanish speakers receive language and content instruction in both languages in linguistically integrated settings. I examine the participants' use of "tactics of intersubjectivity" to understand how children use their two languages to ally themselves with and distance themselves from particular people, groups, and linguistic varieties. I ultimately argue that, while the program model is fundamentally based on the idea of the separation of languages and "parallel monolingualism", it does offer students opportunities to explore linguistic forms and their attendant social meanings. (Contains 1 figure and 12 endnotes).