This study navigates the constructive role of English as a foreign language (EFL) as a critical intercultural discourse of locus of enunciation and linguistic citizenship through which teachers in Chinese educational context act as agents of action and social change. Based on a critical discourse analysis of learner diary entries, the study traces the preservice teachers' development of critical intercultural awareness as a result of learning provided in the course. Findings of this study suggest that relevant EFL teacher education programs should strategically fortify the discursive role of English for contesting hegemonic ideologies in curricular materials and engaging in justice-oriented dialogue through advancing learners' reflexivity and agency.