This research focuses on the impact of language autobiographies in promoting multilingualism practices and fostering the cultivation of respect towards linguistic and cultural diversity at educational contexts. It aims at investigating how language autobiographies, as a reflective practice, promote the development of students' critical linguistic awareness regarding stereotypes and language ideologies, and how it can contribute to the professional development of teachers engaged in multicultural classrooms across Europe. In terms of methodology, the study embraces qualitative methodological tools for analysing language autobiographies written by university students in Greece, within the framework of an inter-disciplinary E.U. project. The text analysis and the reflective views expressed by the pre-service teachers throughout the duration of the project suggest that language autobiographies can significantly benefit the school community. The writing process mobilises the linguistic repertoire of the learners and raises teachers' awareness about their students' spoken languages. This opportunity for free expression is particularly important for learners who have refugee and migrant backgrounds or belong to other minority communities, as their languages are often marginalised due to the predominance of the host country national language. Writing language autobiographies could thus become part of both initial teacher education and in-service training programs, as it is consistent with the critical emancipatory education principles and strongly promotes all citizens' equal participation in sociocultural actions.