The institutional English language policies in China, such as the College English Curriculum Requirements (CECR), the Syllabus for College English Test Band 4 and the College English Tests , set standards for the teaching and learning of College English, and serve national, social and economic advancement. As the CECR states, “The objective of College English education is to meet the needs of China's social development and international exchanges” (Ministry of Education, 2007, Character and Objective of College English Section, para. 4). What is absent in the national level agenda is the students' self. After analyzing sample essays of College English Test Band 4, the writer identifies the lack of self-identity as a prevalent issue in EFL college writing in China, and considers this the result of institutional imposition of English education under the global impact of English linguistic imperialism. In this study, ‘self’ is considered a rational being, able to critically examine the social and political contexts, in which he/she is embedded, to express his/her own needs, interests and thoughts, and to make decisions on things that affect his/her life. The purpose of this study is to explore critical pedagogy as an alternative to respond to the lack of self-identity in EFL college writing instruction in China. To address this issue and achieve this purpose, the writer argues that Freirean critical pedagogy is necessary, though not sufficient, to transform the dominant banking paradigm in EFL college writing instruction to a problem-posing paradigm, so as to help create a critical writer identity in EFL college writing in China.