This chapter considers some of the critical issues around authorship and academic integrity in relation to student use of generative artificial intelligence (GenAI) in their academic writing. Through focus groups, we explore the experiences and perspectives of students with English as an additional language (EAL) in our institution, a large research-intensive UK university. We consider how these students’ use of GenAI to “standardise” their academic English may challenge current academic integrity norms, particularly as conventional attribution and citation practices are barely relevant when students use GenAI as an integrated part of their writing process. We explore the ways in which the increasing prevalence of GenAI in higher education may democratise access to “standard” English but also reinforce the dominance of this variation of English and a deficit narrative around EAL students’ language resources. We conclude with a discussion of how teaching staff might begin to navigate student use of GenAI in the writing process with an appreciation of students’ linguistic diversity.