This paper explores the policies and ideologies affecting language education in Rhode Island, where as a result of a State Language Roadmap, groups are working at the grassroots level toward the implementation of dual language immersion in all public school districts. The author points out that while the push from business for multilingual employees, with a focus on the languages of economically powerful nations, could risk the further marginalization of minoritized languages, it could alternatively be leveraged to support minoritized languages equitably and make bilingualism and biliteracy the norm for all students. Using the critical race theory (CRT) as a lens along with Valdez, Delavan, and Freire's (2014) global human capital and equity/heritage frameworks, this argument is contextualized by focusing on the case of Guatemalans and Cambodians in Rhode Island.