Interplay between language and identity: Chinese returnee scholars in the internationalisation of higher education

Abstract Returnee scholars are regarded as key agents to advance internationalisation in many non-Anglophone countries where internationalisation through the medium of English has raised concerns about the preservation of national language, culture, and identity. This study investigated how eight Chinese returnee scholars used their linguistic repertoires in their professional practice and daily lives and how their language practices interacted with multiple identities. Gathering data from a questionnaire, semi-structured interview, and regular class observations, this study reveals that in research, all participants predominantly used English and many expressed concerns about their Chinese academic writing skills. In teaching and daily lives, most participants embraced bilingualism and were open to translingual practices. The participants’ language practices appeared to be linked to their self-conception as competent English users and English-mediated ideal professional identities. However, their bilingual practices did not correspond to a bicultural identity, indicating a disconnect between language use and cultural belonging. Drawing on the findings, suggestions are offered for institution- and state-level authorities to better facilitate the integration of returnee scholars into their home academic communities and to promote academic multilingualism.