Abstract

The communicative experiences of overseas teachers are examined with the use of identity theory and co-cultural theory. There are multilayered identities: individual, relational/interactional, and collective. The first one defines the self as unique, and the second one defines variations of self through one’s relationship with others ranging from family, marital partner, friends, and so on in different settings. The third one defines the self as a social/cultural member. The overseas teachers may identify themselves with a multilayered identity on different occasions. Combined with identity theory, co-cultural theory helps to reflect their lived communicative experiences if they interact with the dominant group with varied approaches in different contexts. In-depth individual interviews help to explore their communicative experiences in Hong Kong. The findings are beneficial for tertiary education and the community. A deep understanding of the intercultural communicative issues is necessary in the globalized twenty-first century.