This chapter extends Tomas Galguera’s (2011) notion of pedagogical language knowledge, which highlights teachers’ understanding of language as central to effective learning. While Galguera’s framework underscores the link between language use and academic achievement, it does not fully capture the complex realities of plurilingual learners. In increasingly diverse classrooms, teachers require knowledge that embraces the fluid and dynamic nature of students’ language repertoires. To address this gap, the chapter introduces the concept of plurilingual pedagogical knowledge. This expanded construct integrates linguistic, cultural, and pedagogical understandings that recognise language as a resource for meaning-making. At its heart lie critical beliefs about the value of plurilingualism for learning and identity formation. The chapter situates plurilingual pedagogical knowledge within contemporary debates about language, equity, and teacher education. It incorporates pedagogical translanguaging (Cenoz and Gorter, Multilingual education: between language learning and translanguaging, Cambridge University Press, 2015, Pedagogical translanguaging, Cambridge University Press, 2021) as a core principle. This approach promotes planned use of learners’ full linguistic repertoires to enhance both language and content learning.Together, these ideas offer a more comprehensive framework for reimagining teacher knowledge in multilingual education contexts.