This article makes a case for why Black Language (BL) must be a part of teachers’ conceptualizations of multilingualism in U.S. contexts. BL is a living linguistic legacy, an embodiment of Black culture, and much more than simply a list of distinct grammatical features. For teachers to move toward dispositions and language and literacy pedagogical practices that are inclusive, just, and anti-racist, they must become aware of and interrogate their real trouble with BL through guided and continuous critical, introspective, and reflexivity. After providing a brief linguistic understanding of BL, the author describes what happens when Black adolescents and adults discover that their language has a name, a rich history, and global influence--it marks the onset of their Black Linguistic Consciousness-raising (Baker-Bell, 2020). The article ends with recommendations and resources for how teachers can start and continue to stand for anti-racist linguistic justice in the classroom contexts and beyond.
