Table Of ContentInternational Student Mobility
International Student Mobility presents an autoethnographic study, which
f ollows a group of non-English speaking international students from Taiwan
during a period of study in Australia. The study examines the ways in which
the students’ sense of identity shifts over time, and why this happens.
Hsieh engages Pierre Bourdieu’s notions of capital, habitus and field to
develop an understanding of complexity of identity movements and asks
to what extent the students see themselves as culturally and linguistically
‘ international’, both during their time abroad and upon their return home.
Perfect for researchers and advanced students interested in international
higher education, International Student Mobility is also an insightful read
for those investigating the experiences of Chinese-speaking international
students.
Jasper Kun-Ting Hsieh is an academic in Educational Design at James Cook
University, Australia, and Assistant Editor of Journal of International Students.
International Student
Mobility
Exploring Identities and
Engagements
Jasper Kun-Ting Hsieh
First edition published 2021
by Routledge
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© 2021 Jasper Kun-Ting Hsieh
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has been asserted by him in accordance with sections 77 and 78 of the
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ISBN: 978-0-367-02847-3 (hbk)
ISBN: 978-0-429-39756-1 (ebk)
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Contents
List of Acronyms vi
Acknowledgements vii
1 Introduction 1
2 Literature review 25
3 Theory 49
4 Methodology 69
5 Analysis: Hysteresis 88
6 Discussion: The challenge and acceptance of doxa 116
7 Discussion: Performed identities 142
8 How are they doing now? 161
9 Conclusions 180
Index 193
Acronyms
CHC Confucian heritage culture
CLT communicative language teaching
EFL English as a foreign language
ELF English as a lingua franca
Go8 The Group of Eight
IDP International Development Program
IELTS International English Language Testing System
IT information technology
MoE The Ministry of Education
NESs native English speakers
NESTs native English-speaking teachers
NNESs non-native English speakers
NNESTs non-native English-speaking teachers
PV photovoltaic engineering
T&I Studies Translation and Interpretation Studies
TESOL Teaching English to Speakers of Other Languages
UNSW The University of New South Wales
USyd The University of Sydney
WEs World Englishes
Acknowledgements
Before deciding on my Ph.D. journey in Australia, I was a university lecturer
in Taiwan teaching standardised English and focusing on how to naturalise
Taiwanese students’ English using quantitative research methods. My under-
standing of what I was doing and why I was thinking in particular ways
couldn’t go beyond numbers. One day, I found myself standing alone on the
stage with designated teaching content and seeing nothing but dullness in
my students’ eyes. I wondered if this was the best I could do. When I fin-
ished my presentation at a conference, the attendees asked me questions about
the relationship between samples and a matrix rather than how my student
participants felt after the implementation of the teaching method I studied.
I wondered if I had distanced myself from the students’ voices.
Like most Taiwanese English users, I spent a tremendous amount of effort,
along with family sacrifices, in order to become a fluent English user. Becoming
a native-like English speaker is the identity that Taiwanese people have been
pursuing and Taiwanese English education has been targeting for a long time.
One of the ways for a Taiwanese to demonstrate his/her English speaker’s
identity is through completing overseas education in an English-speaking
country. In a time where more and more Taiwanese are choosing to study in
Australia, wishing to speak more English and getting closer to an English-
speaking culture, I wish to use this book to show some provocative insights
into the transformation of different identities through studying abroad.
I am also indebted to these lovely people in my life:
Dear Phiona and Greg,
This book would not have been done without your inspiration and encouragement.
Thank you for bringing me to autoethnography and your lives.
Dear Dad and Mum,
It’s been more than 20 years since I left home for education and work. You are like a
strong port where I can be safely docked whenever I need it. My love for you is endless.
viii Acknowledgements
Dear Amy,
When I failed for 100 times, you would always encourage me to be brave for you for
another 100 times. You’re the reason for why I could keep doing what I am passionate
about.
Dear Participants,
I appreciate and treasure your complete trust and that you have welcomed me into your
lives. This book is shaped by your memories, which I believe will inspire many more
students in the future.
Finally, here is a quick reminder and expectation towards myself:
Dear future Jasper,
Don’t forget all this love, support and inspiration from the journey which took you to
where you are today. Keep the faith and passion for there is always much more you can
do to help others.
I’d also like to thank the following academic journals and publishers for
granting permission of reusing some content from my publications for this
book:
• Hsieh, J. K. (2018). Positioning the researcher in the studies of interna-
tional students’ identities – Discussing autoethnographically. Journal of
International Students, 8(2), 659–676. doi:10.5281/zenodo.1250368
• Hsieh, J. K., & Wang, L. Y. (2020, in press). The complexity within
the same cohort of international students: Three Taiwanese students’
identity transformations. Journal of College Student Development.
• Hsieh, J. K. (2020, in press). An ethnography of Taiwanese international
students’ identity movements: Habitus modification and improvisation.
Journal of International Students10, (4). doi:10.32674/jis.v10i4.1065.
1 Introduction
1.1 Provocation: Chinglish and identities
It is 26 January 2014, a day after the Women’s Single Final of the Australian
Open. We get together to have a quick catch-up in Hao-Yen’s CBD apart-
ment where we can enjoy air-conditioning, a nice sofa and a big flat screen
TV. It is time to say goodbye to all my participants after staying and stud-
ying at Australian universities for one year. Everyone seems to be prepared
to move back to Taiwan whether they like it or not. Hao-Yen turns on the
TV, and it is the final speech from last night after Li Na of China defeated
Dominika Cibulková of Slovakia.
HOST: And now to our champion Li Na. I know that there are lucky num-
bers in China, but we have a saying here, “third time lucky”: it was the
third time Li Na has been in the Australian Open Final for the last four
years. Just eight days ago, she saved a match point in the third round. Just
the fourth woman to do that in the Australian Open and she now adds
the Australian Open to the Championship of Roland Garros, so she is a
two-time grand slam champion – has there been a more popular winner?
Li Na!
LI NA: You know, finally, I can got him got her [audience are laughing]. Last
two times was very close. So anyway, so, start now. First, congratulations
for Dominika have very good tournament here. Also for her team, so
best wish for the future.
DOMINIKA CIBULKOVÁ: Thank you.
LI NA: Ya, now I have to thanks my team. Max, agent, makes me rich.
Thanks a lot. My physician Alex, when we are working like around
four years, I never got injury. Of course, last year’s final, we couldn’t
kinda. So, ya, it’s not your fault. It’s my fault. So, you do a very good
job. Thanks for Carlos. Always believe me I can do well. Especially in
this winter training, I think we are working so hard. And finally I got
it. Thanks so much. Ok, now, of course, my husband … even famous in
China. So, thanks for him give up everything, just travelling with me to
be my hitting partner, fix the drinks and fix the racquets, so, he do a lot
