This article first provides a framing of how raciolinguistics exists in the world despite global progress in the past century. Raciolinguistics is then defined within a historical context that leads to Europeanness versus non-Europeanness (white or nonwhite) differentiation, social hierarchies, racial oppression, and modern-day linguistic violence. The second section addresses language education in relation to an additive approach, raciolinguistic approach, or provincializing English. The third section introduces linguistic profiling within Spanish-speaking Latinx communities. In the fourth section, I share some of my experiences as a cis gendered Black man speaking Japanese in Japan and my experiences being a Black man speaking English in the United States. Finally, I include activities for educators and students that can be used to move towards anti-racist teaching and learning environments. In conclusion, there is always action that needs to be taken to resist complacency and to engage with anti-racist pedagogy in classrooms and teacher training.