Today, teachers around the world are facing tremendous challenges in not only being responsive to their students' learning needs and strengths, but also in preparing them for an increasingly globalized world (Byker & Ezelle, 2021). Language teachers are often in a pivotal position to address such issues about equity because of the subject they teach -- language -- and the audience they have: students with diverse linguistic backgrounds are strongly affected by the existing power structures (Hawkins & Norton, 2009). This study examines the use of digital technology in language teacher education and professional development within the context of globalization. More specifically, my research aims to explore the potential of digital networking connecting early career language (ECL) teachers from China and the United States to foster critical cosmopolitan awareness. Through analyzing teachers' interactions and investigating the potential of a digital global teacher network, this study provides a new and accessible paradigm -- Critical Cosmopolitan Framework -- in preparing language teachers to address not only the topic of equity locally but also to engage with the issues of power on a global level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]I