Students who study English as a Foreign Language (EFL) often already speak two or more languages. Knowing more than one language is a necessity for many people worldwide, whether it is because their parents come from different language backgrounds, because their home, regional, national, or school languages are different, or for a variety of other reasons. Knowledge of more than one language is a valuable asset when one wants to learn subsequent languages; unfortunately, multilingual students often take the value of their own language knowledge for granted and do not take full advantage of what they already know how to do. Nevertheless, EFL teachers can tap into their students' familiarity with multiple languages to advance learning and accomplish what one EFL student referred to as "bringing one language to another." Engaging in and reflecting on activities that draw on multilingual experience is beneficial to students, their teachers, and to anyone who wants to add a new dimension to language teaching and learning. This article shows how a lesson for university undergraduate EFL students in Indonesia was adapted for students of different ages, levels, and language contexts. The goal is to connect the acquisition of English with the students' previous language knowledge and make this multilingual awareness a part of oral discussions, written assignments, and projects in the classroom.