Becoming English teachers in China: Identities at the crossroads

English teachers in China are seen as holding privileged positions, especially those returning from their overseas studies, in the age of rapid globalization. The perceived privileges come from long-established Confucian respect for teachers, the social importance of English, and also the unique experiences of having lived outside China. These perceived privileges are primarily based on the assumptions of limited access to English and global cultures in China: digital worlds beyond China, English speakers, and English-language cultural artefacts. This paper seeks to demystify these assumptions by exploring the learning trajectories of two Mainland Chinese overseas pre-service teachers in Hong Kong. The participants’ own learning trajectories showcased the impact of digital technology on youth’s daily practices, their ‘overseas’ living and connection reconfigured the conception of extended families, and finally, their own multicultural learning experiences in Hong Kong higher education contexts demanded reflexivity. As pre-service English teachers returning to China, these participants have to reassess their own identities to ‘readjust’ to an education system and curriculum that is both familiar and alien. These are individuals learning to become English teachers in China at the crossroads