In this article, I argue that English educators must interrogate acts of physical and linguistic violence against Black and Latinx youth and take them into consideration when shaping curricula. English teachers can provide a space for youth to make sense of their racialized experiences. I highlight the marginal treatment of Black and Latinx languages in English classrooms and show the relationship between the racialized physical violence against Black and Latinx communities and the linguistic violence many Black and Latinx youth face in English classrooms. I then present examples of emerging solidarity movements between Black and Latinx activists and communities and illustrate how this renewed sense of solidarity can be leveraged to incite transformative learning experiences. I conclude with recommendations for how a language of solidarity framework can take place in "all" English classrooms.