Abstract Although Lebanese use different languages, mainly Arabic, English, and French, in their daily interactions, the Lebanese educational system continues to adopt monolingual-oriented practices to language teaching. In English language classes, teachers and students are expected to exclusively use the target language as the language of instruction. Such a practice hinders students’ engagement in the learning process, especially during early stages, as they often face vocabulary and pronunciation challenges. Hence, there is a discrepancy between linguistic norms prevailing outside the classroom and the teaching strategies implemented inside the classroom. In an attempt to bridge the gap and maximize students’ English learning, I utilized my position as an English instructor to teach through the implementation of multilingual strategies. This article draws on my experience and on my students’ feedback to provide insights into implementing multilingual strategies to teach English language, with a focus on design and affordances of specific strategies.