Despite the recognition of multilingualism as a natural, unremarkable phenomenon, and its pedagogical value in multicultural educational spaces, many language teachers still feel unprepared to implement multilingual classroom practices. Some research suggests this is due to a persistent monolingual bias that proves resistant to change, while other research points to a general lack of understanding regarding multilingualism which can make teachers reticent to engage with linguistic diversity. Facing this problem, there is a need to promote critical awareness of multilingualism among future language teachers. To do so, in this study, I take advantage of the recent wave of interest in visualising multilingualism, by using Dominant Language Constellations (DLC) “mapping” to encourage future teachers to reflect upon their own knowledge and use of languages. 40 English philology students received an intervention (introductory talk on DLC and mapping activity), and data were collected on their thoughts regarding multilingual competence, as well as their reflections on what they learned. Subsequent analysis revealed that, post-intervention, many participants updated their perception of multilingual competence from one based on proficiency, discrete skills, and language separation to one based on language use, personal experience, and complexity. The study points to the potential applicability of DLC to awareness raising activities which aim to promote the creation of more open and inclusive language classrooms.