In response to the call for the multilingual turn in language education (Conteh, & Meier, The multilingual turn in languages education: Opportunities and challenges. Multilingual Matters, 2014), this chapter explores the use of Dominant Language Constellation (DLC) as a pedagogical and reflective tool in a course for pre-service teachers of English as an additional language (EAL). Building on existing research that supports visualising and modelling through the DLC construct in teacher education (Ibrahim, Languages, 7:152, 2022b; Melo-Pfeifer, Dominant Language Constellations approach in education and language acquisition. Springer, 2021), the action research project was conducted within a course designed around the Multilingual Approach to Diversity in Education (MADE; Krulatz, & Christison, Multilingual Approach to Diversity in Education (MADE): A methodology for linguistically and culturally diverse classrooms. Palgrave Macmillan, 2023). DLC was introduced as a pedagogical approach for promoting four MADE indicators, namely, Classrooms and Schools as Multilingual Spaces, Developing and Using Teaching Materials, Language and Culture Attitudes, and Teacher and Learner Language Use. Specific DLC activities promoted awareness of multilingualism and the development of multilingual identity. The project demonstrates how DLC can serve as a meaningful approach in fostering multilingual awareness and preparing teachers to navigate linguistically diverse classrooms.