["The Reading Teacher, Volume 80, Issue 2, September/October 2026. ", "\nABSTRACT\nWe propose raciolinguistic autobiographies as a developmentally appropriate multimodal composition authored by intermediate elementary learners (Grades 3–5) that promotes critical consciousness around how language, race, and signs are interwoven to form hierarchies of power and belonging. We provide learning objectives, concrete pedagogical strategies, and examples that educators can implement in their intermediate elementary classrooms. The pedagogical outline is informed by raciolinguistic and raciosemiotic perspectives. Raciolinguistic autobiographies provide crucial tools for [minoritized] young learners to denaturalize the raciolinguistic and raciosemiotic signs that seek to devalue them, their communities, and their practices of belonging.\n"]