The spread of English across the globe, while being celebrated as a crucial part of the process of globalization accompanied by talent mobility, technology advancement, and economic gains, has its dark side owing to the colonial history of English and its related issues such as social discrimination and linguistics bias. With such complexities in mind, many scholars (Dwomoh et al., 2023; Hawkins & Norton, 2009; Karam, 2021; Kibler et al., 2021) in second language teacher education (SLTE) have been advocating the need to embrace a critical and dialogic stance in preparing and developing future language teachers. In particular, increased attention has been paid to language teachers’ language awareness (Lourenço et al., 2018; Otwinowska, 2017), which entails their knowledge and ability “to both examine their own biases and to unpack linguistic parochialism and prejudice within policy, curriculum, and student interaction” (Gage, 2020, p. 227). García (2017) proposed “Critical Multilingual Language Awareness” (CMLA) as a more specific term to denote teachers’ understanding of language as socially created and changeable, and thus entangled with linguistic hierarchies and power struggles experienced by individuals (especially linguistic minority students). Equipped with CMLA, language teachers are encouraged to adopt a socially just perspective of language teaching and learning to give voice to all students and educate them equitably (Deroo & Ponzio, 2023)....