A multilingual pedagogical approach requires competent teachers. De Angelis (2011), Hufeisen (2011) and Otwinowska (2014) claim that language teachers should meet as many of the following requirements as possible: they should (i) be multilingual, which provides a model for learners; (ii) have a well-developed inter-linguistic and meta-linguistic awareness; (iii) be familiar with research on multilingualism; (iv) know how to promote multilingualism in their learners; (v) be sensitive to learners’ individual cognitive and affective differences; and (vi) be willing to collaborate with other (language) teachers (Åsta, 2016).