Complementary schools are described as institutions that potentially provide an alternative and multilingual safe space for institutional bilingualism (Creese & Blackledge, 2010; García, Zakhariah & Otcu, 2013). Based on this assumption, we selected Greek complementary schools in Montreal as one of several research fields within the project ‘Migration-Related Multilingualism and Pedagogical Professionalism’ (for details on the design of this internationally comparative ethnographic project, see Panagiotopoulou & Rosen, 2015). Following a grounded theory analysis (Charmaz, 2014), we will present results from four interviews with multilingual teachers. These ‘theory-generating’ expert interviews (Bogner & Menz, 2005) were conducted in 2014. We will focus on the following questions: Do these multilingual teachers hold monoglossic views on multilingualism or a heteroglossic position? And what do they report on how they enact these views in their teaching practice? The results are discussed with regard to the professionalization of teachers in multilingual and migration contexts. Even though all four teachers lead multilingual lives, according to their self-reports, the ways they handle their own and their students’ multilingualism vary greatly. For instance, what has emerged as a particularly interesting result is the fact that teachers with the least academic preparation tend to have the most dynamic views on multilingualism (see also Panagiotopoulou, Rosen & García, 2017).

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