Although European education policy has been calling for the appreciation and enhancement of plurilingual competence in a globalised world for years, operational implementation at national level is still lacking. Moreover, the acquisition of second and further foreign languages after English at school seems to be declining in importance. This became particularly apparent in the course of the controversially discussed recommendations for curricula at Austrian vocational secondary schools (BHS) and shows that we need solutions that meet European objectives and the demands of interest groups at vocational school alike. This article will therefore explore the potential of integrated language education in this specific pedagogical area and propose a concept for discussion. The concept focuses on an integrated development of target language, plurilingual and pluricultural competences in second foreign language lessons with the aim of preparing students for flexible communicative language action in (multilingual) personally or professionally relevant situations.