This literature review synthesizes scholarship on standard language ideologies in college writing programs and the theories and pedagogies being proposed to disrupt such ideologies. Findings include a tension between belief and action, or that professors' awareness of language diversity does not translate into changes in pedagogy. This is due to several challenges that professors of college writing may face. Translanguaging, critical language awareness, and linguistic justice have been put forth as pedagogies that may disrupt harmful language ideologies and work in pursuit of more equitable college writing programs for linguistically diverse students. We end with a call to action for the field of language and literacy education to take up these pedagogies.