This chapter pulls together key threads from the volume that relate to the interface between theory and practice, including themes that cut across the two main sections. The chapter draws out different ways that the chapters in the volume have drawn attention to how teachers and teacher educators navigate ideologies of difference in language education policy, the curriculum, the language textbook, and in their classroom practices. The chapter synthesises key insights surrounding the role of multilingual and multimodal engagement in helping language learners relate deeply to learning content and explore the complexity of their own and other’s perspectives and experiences. This chapter also reinforces the centrality of teachers’ and teacher educators’ own sense making and the role of identity as a resource in the enactment of intercultural learning and in teacher professional development. Based on this discussion, the chapter presents implications for teaching practice and language teacher education.