"Well, I don't know if that's just me."

This article deals with the (non-)sayability of experiences of linguicism by teachers with a transnational family history. We explore this phenomenon through an in-depth analysis of an interview sequence showing the exploration and co-construction of a space in which talking about experiences of linguicism begins to seem possible, albeit tentatively. Drawing on a theoretical framework of feminist and decolonial perspectives, we interpret this phenomenon as a result of epistemic violence.