As we develop inclusive classrooms, do we value the languages and English registers that students arrive with? One thing is clear: Students who do not speak the privileged varieties of English face societal discrimination. To develop an equitable classroom and workplace, educators need to question language attitudes and myths more than ever. Luckily, there is a growing body of research to guide us. This presentation will outline a shift from a deficit-based to an asset-based view of language which treats students’ linguistic backgrounds as resources and provides a theoretical grounding for a language-aware pedagogy. Summarizing what we have learned as co-leaders of Language Across the Curriculum (LAC), which inspired LaGuardia Community College to include language diversity as part of its Inclusive Pedagogies, we will outline ways to engage students’ multilingual skills in achieving academic success and to promote language justice on campus.