In this chapter, our central aim is to elucidate the rationale underpinning a monolingual-oriented conceptualization and the corresponding pedagogical practices prevalent within foreign language classrooms. Focusing particularly on the learner, we consider how monolingual approaches lost credibility as they neglected the needs and the diversity of learners. We underline the need for learners to be the focus of education, and to support them in taking a critical language awareness approach. There is also an analysis of the affective and cognitive benefits of a bilingual approach to classrooms. We further explore the implications of this perspective for foreign language classrooms, leveraging cognitive affordances in tandem with fostering critical language awareness.