In Search of Solidarity: Black American Students in China

With the growing awareness of the need to decolonize and diversify applied linguistics research, an increasing number of studies are focusing on racially minoritized second language (L2) learners. While their findings demonstrate the imperative of critically reflecting on racism in language education (Anya, 2021), this chapter employs the concept of desire to explore how Black American students learning Mandarin interpret and manage their emotions to engage in language learning. The term desire in L2 learning research refers to the longing to identify with a different language, along with its associated power and identities. By studying the experiences of two Black American students, Nneka and Bobby, the results underscore how their Mandarin learning journey is intimately tied to their desires as members of the African diaspora longing for transnationality, as Americans wrestling with their national and racialized identities, and as Black individuals who actively seek racial empathy and solidarity. The chapter concludes by discussing the potential and challenges of further engaging with the complex affective experiences of racialized language learners to foster solidarity and empathy.