I Am Not Multilingual. . . or Am I?

Multilingualism is a complex and potentially divisive term with multiple interpretations. This chapter presents multilingualism as a continuum and argues that effective teachers are all multilingual. Educators function with varying degrees of multilingual proficiencies in their personal and professional contexts, including through their specialised subject literacies. This chapter considers what it means to be multilingual, illustrated through a series of language challenges and through the case studies of international teachers. Deficit myths of monolingualism and the monolingual mindset are debunked. The chapter concludes by sharing resources for developing multilingual awareness and multilingual mindsets in schools with a final reflection on the readers’ own self-identities as language teachers.