The purpose of the current dissertation is to examine what practices are used in a multicultural classroom where Greek language is taught to refugee minors as a second one and whether educators take into account their students’ identities when they teach to multilingual learners. Furthermore, some further practices will be suggested which could be employed based on students’ identities. A multiple case studies qualitative approach was used for the research and more specifically interviews, reports and identity texts in order to triangulate the results and for the researcher to be certain for the credibility of them. Consequently, ten interviews were conducted with unaccompanied minors who are hosted in a shelter in Larisa. The participants are over the age of 12 and they attend DYEP and EPAL based on their age. Four are from Afghanistan and six are from Somalia. The interviews were conducted in English or in their L1 and two of the participants translated for the researcher to understand. Nine out of the ten participants created identity texts in written form either in English or their L1. The results show that translanguaging, students in the role of translators, English as a medium of communication and nonverbal communication are some of the practices which are used by Greek educators in intercultural education. These prctices, apart from translanguaging, do not highly include students’ identities. For this reason, drama pedagogy and more particularly role playing, puppetry and theatre are the practices which are suggested to be used by educators who teach in Greek language classrooms with refugee learners.