We presented our Critical Plurilingual Pedagogies in detail in Chapter 10, emphasizing that we are not advocating a prescriptive pedagogy for supporting EAL scholars in writing for publication in English. Rather, we built upon genre- and corpus-based pragmatic approaches by adding pedagogies that are critical, i.e. that address issues of language, power and equity in knowledge production. We argued that theoretical and empirical knowledge from the fields of (critical) applied linguistics and language education (e.g., critical pedagogies, plurilingualism; and identity affirmation) should be central to creating course curricula and classroom practices that more fully meet the needs of established and emerging scholars who participate in courses of English for research publication purposes. These arguments are informed not only by our consideration of the literature, but also a closely examined case study of a multi-year program in a prominent university in Latin America, as discussed in Part II of this book. In the final section of Chapter 10, we described exemplar classroom activities that instantiate critical plurilingual pedagogies. Ultimately, we hope that our critical plurilingual pedagogical approaches are taken up in different contexts, leading to targeted, effective, sustainable and equitable support for plurilingual EAL scholars working from the global (semi-) periphery.