In an interconnected world where English functions as a global lingua franca (ELF), recognising the diversity of English is vital for intercultural communication. However, English language education in many places often prioritises standardised varieties, overlooking the diverse ways English is used in different contexts. This chapter outlines how one Japanese university adopted a pedagogy to promote awareness of English diversity and examines how English-major students responded to it. These students completed a campus-wide English language programme that emphasised communicative effectiveness, along with departmental modules on global use of English provided before and after their mandatory study abroad. Drawing on post-sojourn interviews with 17 students, this chapter explores how these institutional efforts influenced their understandings of English in intercultural contexts. The findings show that while the pedagogy encouraged students to shift away from focusing on native-speaker norms and take more affirmative views of their intercultural communication practices, the impact varied, shaped by deeply rooted language ideologies. While this poses challenges to fostering a balanced view of English among students, the chapter argues that a diversity-oriented pedagogy can serve as a gateway for fostering a more critical and inclusive understanding of English and preparing students to navigate multilingual realities.