The specific nature of heritage languages (HL) pertains not only its special linguistic characteristics or its acquisition process, but also its link to identity and affective issues, which influence both the motivation to improve language skills and the success in learning. In the teaching process it is important to address the identity issues of students and to enable them to understand the nature of a heritage language. In order to understand and reflect on their own usage of HL, the students should gain the language awareness—the awareness of their special bilingual situation, of the nature of HL, of its impact on identity and emotions. This paper discusses the importance and some methodical tools to raise language awareness on the basis of participative multilingual identity construction (Fisher et al., Participative multilingual identity construction in the languages classroom: a multi- theoretical conceptualization. International Journal of Multilingualism, 17(4):448–466, 2020). We focus on developing sociolinguistic knowledge and the reflection and questioning of one’s bilingual or multilingual identities.