The persistence of dominant language ideologies in the language ecologies of schools is undeniable. Languages spoken by low-status minority groups are undervaluedand perceived as an impediment to social integration and achievement. It can be observed how most schools in Flanders (Belgium) opt for majority-language-only education and extend this classroom principle by ruling out the use of minority languages on the playground. Some schools have begun experimenting with a “multiple pathways”-approach to plurilingual education. Baker (2006) argues that the advantages of a translanguaging approach in classrooms include the promotion of a deeper and fuller understanding of subject matter, the development of literacy in the ‘weaker’ language and the improvement of home-school co-operation. In this paper we draw on a current research study which investigates educational and sociolinguistic practices in four linguistically diverse inner-city primary schools in Ghent. The study focuses on the psycho-social and functional use of minority home languages within linguistically diverse mainstream classes, and emphasizes an additive and empowerment-oriented approach to multilingualism. We will illustrate to what extent teachers in these schools mobilize home languages as a resource for rendering learning environments more powerful.