A teacher shortage in Hong Kong in core subjects, such as English, has led to interest in the recruitment and retention of second-career teachers. Drawing upon Wenger's theory of identity formation and using data from interviews with eight second-career English language teachers in Hong Kong, this article explores how second-career teachers may be better supported in their professional development. The study found that second-career teachers' skills and experiences were not valued within their schools and that this was reflected in a rigid division the participants drew between the institutionally endorsed identity positions made available to them and the type of teachers they wanted to be. In response to this antagonism, second- career teachers used their position of non-participation to establish identity territories that connected aspects of their first-career identities, such as engineers and managers, to their emerging teacher identities. It is suggested that non-participation, a potentially negative experience in Wenger's framework, was deployed by this group of teachers to create the space they needed to enact their own preferred teacher identities. Implications for attracting and retaining second-career teachers are discussed.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13598660903052449]

This article draws on a longitudinal study of a group of mainland Chinese students' English learning experiences in an English medium university in Hong Kong, and explores the dynamic nature of their language learning motivation prior to and after their arrival in Hong Kong. The study identified context-mediated and self-determined elements in the participants' learning motivational discourses. The context-mediated motivational discourses echoed the societal discourses of learning, and were shaped by the contextual conditions on the Chinese mainland and in Hong Kong, including the roles of English, academic competition and medium of instruction. Through an extended socialization process, mediated by various social agents, some of these context-mediated motivational discourses became internalized and transformed into self-determined ones among many participants in later stages of their learning. The article argues for an integrated perspective, viewing learner motivation as a dynamic construct emerging from learners' interaction with contextual conditions.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075070802373107]