This paper draws upon the ethnography of language planning and policy (LPP) to explore the complexities of how young Latino children with a recently deported parent engage with family language policies within their routine interactions. It examines how US elementary school-aged children engage with, resist, and refashion family language and literacy policies alongside their parents in the face of parental deportations to Mexico; and how children’s and parents’ experiences with monoglossic ideologies of schooling in the USA and Mexico shape family LPP and migratory decisions.