This article presents the results of an exploratory study in which we described the plurilingual practices to teach French grammar declared by 23 teachers in Québec and Ontario. Using the data coming from a series of individual interviews, we first expose the eleven plurilingual teaching practices and the seven plurilingual resources that were mentioned by participants. We then focus on the ways through which teachers use these practices and resources; this allows us to make concrete suggestions for future research as well as teacher training.