The new global scenarios, offered by the effects of the multiple transcultural flows, challenge existing paradigms and demand a shift in perspective in language teaching. This is particularly true for English Language Teaching (ELT): the role of English as a shared lingua franca among speakers from different socio-cultural and linguistic backgrounds has inevitably affected the perception of native-speakerism, contact language and interculturality, as well as the field of language teaching. Indeed, the whole domain of ELT has recently been revisited by several scholars, with the aim to explore issues and challenges emerging from the new multilingual and multicultural classrooms, which are questioning features of language education, such as the notion of authenticity, the production-reception processes and the native standard models. Up-to-date reports and studies commissioned by major European Union (EU) institutions confirm the need to call attention to intra-European mobility, international migration and multilingualism. The substantial changes occurring especially in the EU language policies and in the educational systems and practices trigger research in the fields of multilingualism and multiculturalism in teaching/learning settings. Recent research studies and findings highlight the necessity to foster awareness of current developments at school and, especially, in language teaching and in teacher education programs. Rethinking the potential of users’ multilingual repertoires, translanguaging and linguistic diversity in interactions may add a new perspective in language teacher education. In order to investigate this change, participants’ responses to selected activities in the Continuous Professional Development (CPD) programme of the EU-funded ENRICH Project ( http://enrichproject.eu ) have been investigated. The study was carried out through the discourse analysis of participant teachers’ interventions when responding to the course activities, specifically those questioning the implications of approaching multilingual pedagogies and of promoting linguistic diversity within multilingual and multicultural learning contexts. Findings on pedagogical implications are discussed and insights about teacher education courses are provided.