The training of language teachers still follows traditional models of teachers’ competences and awareness, centering only on the target language. Such models are incompatible with multilingual pedagogy, whereby languages are not taught in isolation, and learners’ background languages are activated to improve the process. When teaching bilinguals/multilinguals, the English-only policy is unfit and teachers’ skill in only one language may not be enough. Thus, an extended model of teachers’ plurilingual awareness is presented, including metalinguistic, psycholinguistic and sociolinguistic awareness, and the traditional model of teachers’ language awareness as a part of the cross-linguistic component. In the model, teachers’ plurilingual awareness partly stems from their multilingualism.