Plurilingualism has populated the intersection of theory and pedagogy with practices that support the inclusion of diverse linguistic and cultural identities in language education. In some educational contexts, such as English for Academic Purposes (EAP), plurilingual practices can be met with resistance due to systemic target-language-only beliefs and approaches. This article aims to resist monolingualism in EAP by detailing the benefits of incorporating identity-based icebreaker activities within a plurilingual framework. Using an action research methodology, this article draws on class recordings, lesson plans, and observation notes to analyze the implementation of a series of identity-based icebreakers in an online EAP course at a Canadian university. Findings show that the systematic use of identity-based icebreakers afforded affirmations of plurilingual identities in class, while coinciding with the emergence of vulnerability, community, and criticality. This article contributes to contextualized understandings of the use of plurilingual pedagogical strategies in a traditionally monolingual teaching context, suggesting that even micro activities can have an impact on linguistic and cultural inclusion in language education.