Spanish is the most common language for which students pursue a minor or fulfill language requirements in higher education (e.g., Looney and Lusin 2018) in the United States. In this context, it is not uncommon to find second language (L2) learners and heritage speakers (HSs) of the language enrolled in the same classes. Regardless of the type of educational setting, efforts to include discussions on diversity/inclusion in language courses (Kubota et al. 2003) have become more frequent. Nonetheless, discussions on anti-discriminatory terms in the L2 or heritage language (HL) seem less common. The article proposes a set of instructional strategies to encourage discussions, in a Spanish learning setting, about the effects of one's discriminatory linguistic choices in the target/HL to foster a critical-thinking (CT) process, in an effort to stop perpetuating discriminatory discourses. It builds on the CT Framework proposed by Duron et al. (2006) and the Critical Anti-Discriminatory Pedagogy (CADP) offered by Blanchet Garneau et al. (2017).