In this study, we examine how adolescents in a dual-language program negotiate intersectional identities through interaction, while engaged in small-group exploratory talk around the task of a collaborative-writing project. We recognize that while dual-language settings can help adolescents build relationships with ethnolinguistically different peers who might be otherwise tracked into separate classrooms, dual-language spaces, nested within a larger racialized U.S. system, also have potential to reify marginalized identities. Using a microethnographic lens, we examine how students in an extra-curricular high school dual-language Spanish-English program negotiate intersectional identities while engaging in small-group work to write a bilingual book to share with elementary students. We found that the small-group setting was a space where students negotiated both marginalized and privileged identities, sometimes related to language and other times related to a host of other factors. We consider how talking directly with adolescents about the roles that might be placed on them as participants in dual-language programs can enlist them in the work of creating dual-language spaces that validate the various identities students seek to take up.