In this keynote address, I explore the implications for language learning and teaching of the “multilingual turn” (May, 2014). I will outline the challenges the multilingual turn presents for SLA, with a particular focus on the recent contributions of the influential Douglas Fir Group. Implications for bilingual pedagogy and practice, particularly via the notions of dynamic bilingualism and translanguaging, will also be examined and, to some extent at least, critiqued.