Abstract. Multilingualism has become an important aspect nowadays. In the past, several concepts and approaches for teaching language subjects have been developed, which are understood under the term multilingual didactics. The aim is to demonstrate the development of integrative multilingualism in learners by translating multilingual competences and language learning experiences into action in the language classroom. This article presents the results of empirical studies. Certain aspects of multilingualism are examined in a variety of ways in the classroom. It addresses the questions of what language teachers in German-speaking countries think about multilingual didactics, how they implement such concepts in the classroom and what support they receive in doing so. Based on the results, recommendations are formulated for the training and further training of language teachers, teaching and learning materials, further research and teaching practice.