White teachers often use language that continues to position racialized students and their languages as inferior, thus perpetuating racial and linguistic inequality in society. The purpose of this study was an interrogation of racial literacies within my teaching discourse as a white English Language Learner teacher. Using racial literacies as theoretical framework, this study was conducted in a St. Louis central city school district within a secondary United States Government class for English for Speakers of Other Languages students. A qualitative longitudinal self-reflective design was utilized employing two sources of data, classroom narrative data and written reflective memos. Discursive strategies of racial literacies were identified in the narrative data while reflective memos were used to contextualize the findings. These data sources were triangulated. Findings revealed, while I rejected Anti-Black Linguistic Racism with students through the teaching the history of Black English, my classroom discourse still reified linguistic hierarchies. I had positioned myself as someone becoming bilingual to situate multilingualism as an asset; however, I did not acknowledge the difference between my language learning as a white female and how my Black and Latinx students' bilingualism was racialized by others. This empirical method is an effective way teacher-scholars can reflect upon their biases embedded within their discourse and actions. Because teachers can improve their racial literacy practices, this approach provides teachers opportunities for growth as they strive towards actions that support anti-racism and linguistic justice.