Globalization and increased mobility have diversified student populations in Portugal and globally, placing additional demands on teacher education. Responding to these demands, there is a call to internationalize teacher education, either by involving student teachers in international experiences or by incorporating a global or international perspective into their curricula. Addressing this call, this contribution presents outcomes from a teaching experience aimed at internationalizing a course unit within a Master’s degree in Teaching English as a Foreign Language at a Portuguese university, focusing on plurilingual and intercultural education. The course included readings, policy analysis, lectures, activity design, and the creation of Dominant Language Constellations. Data collected over one semester consisted of individual reflections, audio recordings of classroom discussions, and student-produced materials. Results from semiotic and content analysis indicate that the program equipped student teachers to implement more culturally and linguistically responsive practices, broadened their plurilingual identities, and strengthened their commitment to promoting social and linguistic justice in education. Findings suggest that integrating plurilingual and intercultural education into EFL teachers’ training can foster the development of more respectful educators capable of meeting multicultural classrooms’ needs. Discussion highlights how these practices, alongside other socially responsive initiatives, can contribute to an ethical internationalization.