In tertiary language research, scholars increasingly claim that foreign language teachers should integrate their students’ entire linguistic and cultural background into their teaching and should sensitize the students to using their already existing multilin-guality for further language learning by raising their awareness. This claim does not only apply to languages learned in a formal institutional setting, but also to language experiences resulting from a migratory background. The present study raises the question what multilingual learners of French with a migratory background (i.e., students with German as an L2) themselves think of the role of their multilinguality in the process of learning French. On the basis of a comparative analysis of seven subjective learner theories, several approaches for French language teaching aiming at raising students’ awareness of the poten-tial of their already existing multilinguality will be developed.