monolingual teacher of multilingual teacher is by definition incompetent. Can we really expect her to understand the difficulties of students if she has never struggled to learn another language? Often difficulties in comprehension caused by institutional structures are interpreted by the children facing as their own incompetence. This is one of the dangerous consequences. Models of multilingual education that challenge language hierarchies, can help creating more democratic classrooms by redefining the power structures between teachers and students, as Jim Cummins has shown. We need to adopt more responsive/proactive/positive approach to bi/multilingualismin education. We need to establish minimum pedagogical research based thresholds. Then it is less convenient for policy makers to cite ‘practicality’ or ‘feasibility as reasons for imposing minimalist token MT based early exit transition models. It is important to recognise the diversity of strong, additive, bi/multilingual which meet these pedagogical thresholds. A meaningful pedagogic inclusion of languages of minorities and as Tove used the term ‘minoritized’- which is over and above the transition use- is necessary.