Numerous studies have been focusing on the impact of Confucianism on English language teacher development (ELTD) in China. However, given the complexity of China’s history, there seems to be insufficient research on the influence of modern social thoughts on ELTD. These beliefs are examined in the context of globalization and China’s ever-deepening integration into the global economy, in particular, since China initiated the reform and opening-up policy in 1978. Informed by Communities of Practice and critical discourse theory, this article draws on a longitudinal study of a primary Zhuangang English teacher. Zhuangang English teachers refer to those who are transferred to teach English from other teaching posts as a solution to the shortage of English language teachers due to the introduction of a directive, which required   that primary schools across the whole country start to offer English classes at Primary 3 from the autumn of 2002. The study starts by discussing the constructs that guide the study and then provides an interpretation of the extracts from interviews and diary studies. The article revealed that ELTD of the participant is mediated individually,  constructed by the immediate contextual factors and guided by their socio-cultural backgrounds. 
 

English language teacher development, Communities of Practice, critical discourse theory, modern social thoughts

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