This paper presents findings from a year-long classroom ethnography of a 5th grade cohort in a dual immersion (DI) bilingual program. As part of a larger study investigating language ideologies and language practices at this school site, this work focuses on the language practices that students used to position themselves relative to peers. Importantly, it further explores how through this identity and relational work students position themselves relative to transcendent scripts (Gutiérrez, Baquedano-López, & Tejeda, 1999; Reyes, 2007) about race, ethnicity, migration, class, and ability (academic and linguistic) that attach themselves to students through their various classifications in this bilingual program made salient through tests, classroom placements, curriculum, and friend groups (McDermott, Golden, & Varenne, 2006). The study relies on ethnographic observation and semi-structured interviews with students. Ethnographic field notes, transcribed audio-recordings of interactions among students in the classroom and in recreational spaces, and transcribed interviews provide ample instances of language in interaction and the particular practices that students relied upon to craft identities for themselves and others as well as to fulfill relational objectives such as forging alliances, distancing, and storytelling (Benjamin, 1996). This particular work analyzes transcripts of one interview and two social interactions between students. Using qualitative methods of discourse analysis (Bloome, et al., 2008; Fairclough, 2001[1989]), the work explores how students’ statements and language practices reject, take up, or impose stereotypes connected to dimensions of their identities. The analysis relies on the lens of translanguaging - a perspective on language that places multilingual practices as the norm and argues that multilingual and multidialectal individuals rely upon a single, complex, and dynamic linguistic repertoire to make meaning rather than separate, bound sets corresponding to each language (García, 2009). Through this lens, the analysis shows how students emphasize and leverage their multilingual and multimodal communicative competencies to forge alliances, tell stories, and reject stereotypes. This work adds to an emerging literature on translanguaging that thus far has largely focused on classroom learning and academic tasks, and extends the framework to students’ larger identity projects, thus reinforcing the importance of this lens for understanding and teaching bilingual students.