English language education in Asia has expanded rapidly in response to globalization, with English widely positioned as a global lingua franca. Yet, despite growing attention to Global Englishes and translanguaging, dominant educational practices remain shaped by Western-centric and universalist frameworks that privilege a singular model of linguistic proficiency. This chapter advances a transversal–pluriversal turn in English language education as a way to foster more equitable and sustainable futures for people and the planet. Combining the transversal emphasis on relationality with the pluriversal commitment to ontological diversity, the chapter calls for pedagogies that recognize students’ diverse ways of languaging, knowing, and being, while also foregrounding ecolinguistic concerns that extend ethical responsibility to other-than-human life. Two key innovations are introduced: (1) an inclusive approach that understands and values learner languaging as a legitimate and dynamic system, and (2) an ecolinguistic pedagogy that embeds environmental awareness and ecological justice within language teaching. Grounded in transversal and pluriversal theories, this framework offers an alternative to Western-centric linguistic hegemony and provides practical pathways for nurturing equitable, inclusive, relational, and ecologically attuned English language education in Asia and beyond.