The existence of vernacular and standardized varieties of English in St. Vincent & the Grenadines (SVG) has traditionally been framed by some education stakeholders as an obstacle to educational achievement. In 2018, a new pro-vernacular language policy was proposed to offer explicit guidance for educators on the use of Vincentian English Dialect (VED) and Vincentian Standard English (VSE) in literacy instruction through additive bi-dialectal approaches. This policy was developed through the OECS/USAID Early Learners Program (ELP), an internationally funded education project to improve literacy for students in six independent member states of the Organisation of Eastern Caribbean States (OECS). Focusing on the Vincentian Early Learners Program Language Policy (ELPLP), this ethnographic study aims to understand how Vincentian language policy actors' discourses shape language policy and how curricular frameworks and materials reflect or resist these discourses. Here, language policy is conceptualized as a discursively constructed social and cultural artifact and the analysis of interview transcripts and curricular materials suggests that discourses of language and identity and discourses of (bi)literacy and classroom practice are most salient in the construction of local language policy. This work also proposes Antillean Discursive Hybridity as the process by which artifacts, such as language policy, are constructed from and construct seemingly contradictory discourses.