In Canada, many English as a second language (ESL) teachers work with linguistically, culturally, and racially diverse student populations. Increased ethnic and racial diversity and shifts in the linguistic landscape in the classroom indicate a great need for pedagogical frameworks that account for learners' linguistic and cultural diversity. In Canadian initial teacher education (ITE) programs, this is often done by introducing teachers to the concept of plurilingualism. However, ESL teachers today work within a system that reinforces and reproduces oppressive language ideologies, such as monolingual ideologies and deficit-oriented perspectives toward language use. As such, for language teacher educators, actively working on identifying and deconstructing these underlying ideologies is essential to realize systemic pedagogical change. In this article, we present an arts-based multiliteracies project developed in an ITE language course to raise future ESL teachers' critical language awareness (CLA) about plurilingualism, their linguistic repertoire, and ideologies about language learning. Centring the intersection of language and race, we begin by examining how this informs teaching ESL in Canada. Next, we examine both the notion of plurilingualism and results from ITE research on teachers' beliefs about using plurilingualism in their practice. We then introduce our conceptual framework, rooted in raciolinguistics and arts-based methodologies, developed to elicit and examine future teachers' beliefs. Our guiding research question was the following: Accounting for novice ESL teachers racial, linguistic, and ethnic profiles, how do raciolinguistic discourses permeate their plurilingual identities? We employed a multimodal discourse analysis, combining visual narrative analysis and critical discourse analysis, to account for the intersection of language and racial ideologies in the professional identity formation of future language teachers.