This article presents the results of a descriptive and exploratory study in which we documented the reported practices of plurilingual grammar teaching among teachers in Quebec and Ontario (n = 23). Specifically, using data from virtual one-on-one interviews, we focus here on the times when our participants reported using metalanguage and syntactic manipulations in multiple languages. Results show that a small number of participants use these tools by mobilizing more than one language. Nevertheless, they allow us to present the languages that are put into perspective with French when metalanguage and syntactic manipulations are used in several languages, the grammatical notions that are taught at these moments, and the activities in which the use of metalanguage and syntactic manipulations is done in a plurilingual perspective. By so doing, we highlight some innovative practices that, on the one hand, can support initial and in-service teacher training and, on the other, offer avenues for future research.