Couched in two strategic papers, York University’s Internationalization and Global Engagement Strategy (2022–2027) and the chronologically overlapping Decolonizing, Equity, Diversity, and Inclusion Strategy (2023–2028), this chapter reflects on how internationalization may be applied as an approach that can further support language educators to enhance their teaching practice and promote better student engagement and learning. It argues that pedagogies of care, kindness and peace-making have the potential to produce teaching practices that align with goals of internationalizing and decolonizing the post-secondary foreign-language and heritage-language classroom as well as overall curriculum. Identifying specifications grading as an alternative form of assessing student learning and “measuring” learning outcomes, the chapter proposes that such an arguably decolonial evaluation practice contributes towards creating responsible subject-citizens by empowering students through fostering, among other things, student incentive, engagement, collaboration, creativity, and effort in a safe, welcoming, and non-competitive learning environment.