ABSTRACT Taking Critical Language Awareness as a theoretical frame of reference, this article presents the results of a study carried out with a group of teacher trainees in the final year of the Degree in Primary Education (English) at the University of Seville. The final aim of the experience is to provide them with effective strategies to empower students in the English language classroom. The experience is comprised of a diagnostic test to assess participants’ level of critical language awareness; a tailored seminar to discuss issues related to language, identity and power; and a workshop to provide teacher trainees with classroom strategies to empower students. The experience shows that a critical component must be included in teacher training program mes in order to ensure that English language learning in fact contributes to learner empowerment.