This chapter theorises pathways from critical multilingual awareness to potential or actual social change. It links to dimensions of social cohesion, as documented and exemplified in the wider book. Informed by a transculturalist paradigm, a four-step model illustrates this pathway: Critical language awareness is presented as the starting point required for recognising the need for change and identifying available options. These initial steps are essential to develop the will and stance to act, which may be either supported or constrained by power relations at various levels. Once individuals understand the need for change and the options available, and once they have developed the will and negotiated the power to act, they can initiate change. Collectively, the contributions offer a rich and diverse picture of the conditions and processes required to implement change – in this case through plurilingual education across different educational systems in several countries. Importantly, they also highlight persistent constraints and challenges. By illustrating how teachers and learners can assume active roles in shaping their linguistic environments, practices, and experiences, this book offers strategies for working with linguistic diversity to support language development in education and contribute to more cohesive societies. While shifting deeply ingrained beliefs and norms in education – and the wider society – is a complex and gradual process, the chapters and biographical reflections demonstrate that change is not only possible but it is already happening.