In this article, we focus on the 'transformative' aspects that can be derived from a plurilingual pedagogy and how teachers might be provided with conceptual tools to leverage the various communicative resources brought to the learning environment by their students in the design and implementation of different teaching activities. Exploring the main concepts that emerged from discussions during a workshop on plurilingual practices in language education, this article reveals some of the perceptions -- both positive and negative- that in-service teachers highlight regarding plurilingual education, including reasons for acceptance as well as tensions and challenges they face when transitioning into new pedagogical practices.