This chapter displays the author’s ways to negotiate the dominant Englishes through teaching (Critical) Applied Linguistics. Not only does the author mobilize post-structurally and post-colonially informed works into his classroom, the author also explains the reasons for the materials’ selection used as well as the ways in which the chosen materials are taught. Assignments, middle tests, and final tests are presented as well to show how these forms of assessments function to hone students’ critical thinking. Two students’ reflections at the end of the course appear to confirm that the author’s course has successfully altered their positioning toward the dominant Englishes. The lesson plan, along with procedure, classroom activities, and accompanying questions, is given to make the chapter practical to implement.