This contribution focuses on plurilingual pedagogy and concrete approaches to teaching plurilingualism in educational settings. It proposes a taxonomy of these approaches distinguishing those which aim at helping learners to better monitor and strengthen their existing plurilingualism, those which do not target teaching as such but “only” awareness raising and, finally, those which support learners in expanding their repertoire and building bridges in language learning. In the first category, I will address translanguaging pedagogy as well as pedagogical avenues implemented in the specific situations in which closely related languages are spoken—Reunion Island is used as a typical example. Regarding awareness raising, the second category, this chapter presents a few approaches and specific activities that can be integrated in diverse educational settings. In the third category, three main approaches are identified aiming at facilitating the learning of additional languages, promoting the development of partial competences in accessible languages and fostering the development of a holistic plurilingual communicative competence in closely related languages. This contribution then discusses the link between plurilingual education and the action-oriented approach which are both promoted by the Common European Framework of Reference for Languages before ending with an overview of challenges faced and prospective suggestions for future research.