Aligning with Canada’s International Education Strategy (Government of Canada, 2019), Canadian universities have promoted their educational commodities that intensify ‘global’ knowledge and experience through various institutional student mobility programs deemed as potential revenue streams for the institutions and the nation. Yet, such initiatives and planning have been fraught with contradictions and concerns. Such endeavors are often incoherent with other academic priorities and institutional values such as equity, diversity, and inclusion (EDI). Despite the diversified linguacultural landscape of institutions, the internationalization of English language education continues to legitimize colonial relations of power reflective of Eurocentric onto-epistemological orientations to knowledge construction and mobility, viewing Eurocentric Canadian languages, cultures, and associated social practices as the ‘appropriate’ knowledge and experience for international students to acquire in order to develop a sense of global competitiveness and belonging. In this ideological backdrop of internationalization of language education, this chapter provides a critical analysis of discourses surrounding internationalization of higher education in Ontario universities. It attempts to reconceptualize what knowledge, skillsets, and experience constitute as valuable global competence from a decolonizing pedagogical orientation, and in turn propose multiliteracies-engaging and multimodality-enhanced pedagogy as decolonizing approaches to ELT instructional design.