In the last four decades, many Latin American governments have positioned English learning and teaching as a national priority and incorporated it into state-supported "políticas sobre lenguas extranjeras" (foreign language policies) that position the English language as a desirable characteristic of their citizenry. I argue that this phenomenon is driven by the dynamic ways in which ideologies of neoliberalism and multilingualism have been reframed by nation-states to align with nationalist agendas. In this study, I examine the trajectory of linguistic resources, specifically English proficiency, in the discursive space of Costa Rican foreign language policy. Drawing from document analysis and ethnographic fieldwork in a fourth-grade classroom, I reveal how, despite its global and English-dominant rhetoric, English as a foreign language policy mobilized a neoliberal "multilingual" nationalism in the curriculum, textbook, and instruction.