Recent discourses on (language) teacher education have been underlining the relevance of promoting teacher professionalism grounded in critical reflection and transformative action. In this context, the concept of linguistic justice has gained prominence as an educational goal that values linguistic diversity and challenges language hierarchies, as well as the sociolinguistic oppressive structures and power dynamics that lead to othering in school contexts. This chapter discusses the results of a case study conducted with a group of English language student teachers in Portugal, who participated in a teacher education course on English Didactics designed through the lens of linguistic justice. The study aims to understand how the programme contributed to student teachers constructing a critical professionalism and teaching identity that supports inclusive and just language practices. Analysis of classroom interactions, recorded during whole-class discussions, reveals the potential of dialogic, reflective activities to trigger professional growth, while also highlighting key tensions. The implications of the findings will discuss the effectiveness of the teaching strategies concerning the development of student teachers’ critical professionalism, and the areas needing further development to better align English language teacher education with a linguistic justice framework.