This volume presents a variety of concepts, practices, and experiences in the field of content learning through the additional Language(s) of learners in a migration society. Moreover, it describes how migration pedagogy has become a catalyst for discussing the ideological and power aspects of Language learning and how a hegemony-critical attitude needs to become an integral part of classroom Language learning and communicating. In this context, the deliberate development of Teachers’ Awareness of Language Knowledge (TALK) through a variety of supportive Measures is considered to be of central pedagogical importance. Principles and practical applications of TALK for the classroom are discussed and evaluated.