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Normative-theoretical discourse in pedagogy calls for transformation in educational approaches towards multilingualism. The key question in multilingual education remains: Can language ideologies be transformed? The present paper investigates how the field of language awareness can contribute to this process and what practical changes and implemented transformation can be experienced within a learning environment where this change in beliefs has occurred. Based on an intervention in six German preschool institutions that have recently experienced new immigration, it presents a qualitative study with education professionals. The findings first reveal the prevailing monolingual sense in dealing with linguistic diversity. However, the results also illustrate that a change is possible, and allow deep insights into the transformation process. The key elements consist of professionalisation that allows educators to try new multilingual approaches in everyday practice and to raise their language awareness in the light of newly acquired knowledge and experience. This, however, requires an implementation of language awareness in regular teacher training and political measures that would make the topic compulsory for all professionals.
