This chapter draws on our tripartite critical plurilingual conceptual lens and case study findings to develop pedagogies for plurilingual scholars who use English as an additional language and who write from outside Anglophone centres of knowledge production. Our lens builds on pragmatic, genre-based approaches to research writing pedagogy (Cargill & O’Connor, 2013; Swales & Feak, 2012), and draws from critical theories, orientations and pedagogies. The term critical refers to orientations that hold issues of power and equity as central in the teaching of English (Benesch, 1993; Cummins, 2000; Lin, 2016; Morgan, 2009; Pennycook, 2001). In Chapter 3, we examined the intersection of pragmatic and critical orientations and approaches, and discussed the critical-pragmatic approach to academic writing as elaborated by Harwood and Hadley (2004), Flowerdew (2007), Hanauer and Englander (2013), among others. We situate the critical plurilingual pedagogies outlined in this chapter under the broader umbrella of critical pragmatism.