This chapter inquiries into the relationship between multilingualism and identity construction within pedagogical contexts, particularly in the domain of German as a second language. It traces the evolution of the concept of linguistic identity in educational discourse, highlighting its roots in migration studies and multiculturalism debates of the 1990s. It critiques the paternalistic arguments that often accompany these discussions and underscores the significant impact educational policies and practices have on students' self-conception and societal integration. Using subjectivizational perspectives, and analysing a recent European Commission report, the text scrutinizes the problematic implications of associating language with identity, especially in the context of power dynamics and societal attributions.