ORCID Profile
0000-0002-5031-066X
Current Organisation
UNSW Sydney
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Publisher: Wiley
Date: 08-09-2022
DOI: 10.1002/TESQ.3057
Abstract: This paper draws on an ethnographic research that examined Taiwanese international students’ identity movements before, during, and after their overseas education in Australia. Previous studies on nonnative‐English‐speaking teachers (NNESTs) studying TESOL in the West focused on the formation of their professional identity before and after the completion of TESOL programs abroad. This study pioneers a model which examines NNESTs’ multilayered complexity of identity formation by drawing on the Douglas Fir Group’s (2016) multifaceted nature of language learning and teaching and Wenger’s (1998) identification and negotiability of identity formation to analyze one Taiwanese student’s developing NNEST identity. We found the participant’s social life experiences reshaped her professional identity as NNEST. The user experience as a nonnative English speaker prompted her critical reflection on the notion of functional English user and teaching. This notion, shaped by social aspects of learning, was later demonstrated in her teaching practice. The study suggests: 1) that future research includes NNESTs’ social aspects of experiences as nonnative English users 2) that SLA researchers for TESOL programs continue analyzing NNESTs’ deficit discourse with transdisciplinary approach.
Publisher: Project MUSE
Date: 2020
Publisher: STAR Scholars Network
Date: 15-11-2020
Abstract: Many studies focus on Chinese-speaking international students’ adaptation issues inside and outside educational settings in the West. A strong emphasis has been placed on identifying Chinese-speaking international students’ problems and solving them through educational programs, pedagogies, and curricula. This emphasis categorizes these students as a cohort that have issues learning and living in Western societies, a categorization that ignores identity as complex and context-dependent. Drawing on a Bourdieuian poststructuralist perspective, this 18-month-long study documented the experiences of nine Taiwanese international students at different Australian universities before, during, and after their 1-year postgraduate education in Australia. This study compared their experiences and highlighted the complexity of identity movements. The findings present habitus modification and habitus improvisation, two notions developed from a Bourdieuian perspective. In conclusion, this study encourages reassessment of the standard notions of adaptation and prompts further exploration of how international students use their overseas experiences in the home context.
Publisher: STAR Scholars Network
Date: 04-2018
DOI: 10.32674/JIS.V8I2.97
Abstract: Previous studies on international students have helped identify issues that explain these students’ intercultural identities in relation to the learning in English-medium contexts. Scholarly attention has attached importance to the ‘results’ or the ‘process’ of the identity movements in the context of international education. Little attention has been paid to the conversations on the epistemology and theoretical framework that educational researchers have been using. This study is a response to Dervin’s plea (2011) for a change for the qualitative studies on international students’ interculturality. With a Post-structuralist Bourdieuian thinking, I demonstrated how analyzing and providing the researcher’s positionality enhance the understanding towards the unspoken data and its analysis especially for the studies on international students’ identities.
No related grants have been discovered for Jasper Kun-Ting Hsieh.