“They Prefer White People and American English”: Racialized English Language Teaching, African English Teachers and Identity Insecurity in China

Abstract While issues of race and language, especially English language teaching (ELT), are increasingly problematized in the Anglosphere, China remains a context that needs to be examined and uncovered. Drawing upon semi‐structured interviews, this article explores the racialized experiences of six African Black English teachers and how racial ideologies and racial ideologies of ELT affect their life pathways and identity formation. Findings suggest the presence of the racial hierarchy and linguistic racism in the recruitment, payment, and marketing processes, as well as at the microlevel of the classroom. By prioritizing the American curriculum, teachers, and English, the Chinese ELT market not only perpetuates white norms but also appropriates an “American” identity, as English is legitimated as an American property by administrators, teachers, parents, and learners. This study also suggests a link between identity insecurity of African English teachers and their constant experiences of othering, marginalization, and exclusion through everyday encounters. Implications are discussed at the end of the article, including a critical reflection on U.S. centrism in the Chinese ELT context and calling for more inclusive practices.