The book sheds light on the intersectionality of language, race and identity by offering a multiperspective approach to the proscription of identity when language and culture have a direct impact on the understanding of race and ethnicity. Using the lens of Afrocentricity, Womanist pedagogy and Foster et al.‘s (2020) Heuristic for Thinking about Culturally Responsive Teaching (HiTCRiT) as a pedagogical tool, this book will discuss raciolinguistics and its implications as a tool for language activism for Black students in the foreign language classroom, demonstrating how supremacist notions of language have hindered the success of Black students in the classroom. Engaging in afrocentric language activism challenges these hegemonic notions and discusses the inclusion of afrolatino culture as a means of offering pedagogical solutions that foster language equity for African American students in the foreign language classroom.