This article presents a critical race theory analysis of teachers' and students' language policy negotiation. It draws on an ethnographic study in a high-school English as a Second Language (ESL) program. Results demonstrate how race-language processes create conditions that traumatize immigrant and bilingual youth of color through embodied nativist policies. On the other hand, youth made dynamic bilingual policies. It is argued that critical race-language scholars must question the legitimacy of ESL programs that function as white supremacy.