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Associate Professor Ken Cruickshank

BA(Sydney), DipEd(Sydney), GradDip(TESOL)(UTS), MA(UTS), PhD(UTS)

TESOL

Email:

Phone: +61 2 9351 6313

Fax: +61 2 9351 2606

Building.Room: A35.804

Keywords

minority education, teacher professional development, TESOL, community languages


Awards

  • ARC Linkage Grant. Maximising Australia’s language resources: exploring and developing language resources in schools and communities. Cruickshank, K., Wright, J., Morgan, L., Tsung, L., &  and Chen, H.(2011 - 2014)

  • ARC Linkage Grant, Sustaining early-literacy practices through a playgroup and outreach program. Morgan, L., Pennycook, A., Jones Diaz, C., & Cruickshank, K. (2009 – 2012).

  • TIGS Grant. Impact of mandatory study of cultural and linguistic diversity on preservice teachers. Cruickshank, K. & Keeley, C. (2012)

  • ARC Linkage Grant Challenging pedagogies: Engaging ESL students in intellectual quality. Assoc. Prof. Pauline Gibbons, Assoc. Prof. Jenny Hammond and NSW Dept of Education and Training, (2004 – 7) 

  • IELTS Grant. Stakeholder perceptions of IELTS as a gateway to the professional workplace:  The case of employers of overseas-trained teachers. Murray, J., Cruickshank, K., Cross, J. (2012 – 2013)

  • University of Wollongong, Faculty of Education 2009 Award for Outstanding Contribution to Teaching and Learning (OCTAL)

    Excellence in Teaching Award, Faculty of Education, University of Sydney 1996, 2002


Professional and community roles

  • Editorial Board, Evaluation and Research in Education

  • Convenor, Language and Literacy Special Interest Group, Australian Association for Research in Education

  • NSW Community Languages School Board, Ministerial appointment


Current projects

  • The ARC Linkage Project, Maximising Australia's Language Resources, focuses on languages study and use in Sydney and Wollongong and is exploring the 'spaces' between policy and local practices. It involves state and local cross-sectoral program mapping, studies of teachers, young people and parents and the development of language profiles which reflect local resources.
  • Research and development in Community Languages. We have developed and evaluated professional development programs for teachers in Community Languages Schools and we are working on similar initiatives for school principals and administrators. A research network of doctoral students has also developed around community languages.
  • Integrating Language and Content. This project will explore secondary school disciplines and the cultural/ linguistic affordances for EALD learners. It builds on the previous ARC Linkage, Challenging pedagogies and also my work (with Pauline Jones) in the research and development of the Teaching English Language Learners (TELL) professional development.

Current research students

Project title Degree Research student
Globalisation and its impact on tertiary study in Lebanon: a case study. EdD Sarwat Dabaga
Emerging languages in the diasporic contexts: an exploration of Tamil school programs in NSW. PhD Kulam Shanmugam
Negotiations of identity in online learning environments: Studying Swedish online in a K-12 community language school PhD Janica Nordstrom
Tone perception, production and Learner's self-regulated strategy use PhD Baili Emily Lilienfeld
Storytelling practices in generations of Vietnamese families in the diaspora PhD Gillian Pennington
EFL Reading in Three Indonesian Universities: A Cross-Cultural Perspective PhD Harits Masduqi
An analysis of ESL teacher discourse in a collaborative classroom. PhD Janet Freeman
Raising the Profile (and not the stereotype) of the Vietnamese ESL Learner: An Ethnographic Study MPhilEd Michelle O'Connor-Davis

Selected publications

Books

  • Tsung, L. and Cruickshank, K. (2010). Learning and Teaching Chinese in Global Contexts: Multimodality and literacy in the new media age. . London: Continuum.
  • Cruickshank, K. and Chen, H. (eds.). (2009). Making a Difference: Themes and Challenges in Applied Linguistics.. Cambridge Scholar Press.
  • Cruickshank, K. (2006). Teenagers, Literacy and School: Researching in multilingual contexts.. London: Routledge.

Book chapters

  • Cruickshank, K.and Tsung, L. (2010). Teaching and Learning Chinese: A research agenda. . In L.Tsung and K.Cruickshank (Eds.), Learning and Teaching Chinese in Global Contexts: Multimodality and literacy in the new media age London: Continuum.
  • Tsung, L. and Cruickshank, K. (2010). Emerging trends and issues in teaching and learning Chinese. In L.Tsung and K.Cruickshank (Eds.), Learning and Teaching Chinese in a Global Context London: Continuum.
  • Tsung, L. and Cruickshank, K. (2010). Minority education for exclusion or access: Teaching Chinese as a second language in Xinjiang Uyghur Autonomous Region.. In L.Tsung and K.Cruickshank (Eds.), Learning and Teaching Chinese in a Global Context. London: Continuum.
  • Zhang, Q., Tsung, L., Cruickshank, K., Ki, W. and Shum, S.K. (2010). South Asian Students' Educational Experiences and Attainment: Learning Chinese as a Second / Additional Language in Hong Kong.. In L.Tsung and K.Cruickshank (Eds.), Learning and Teaching Chinese in a Global Context London: Continuum.
  • Cruickshank, K. (2009). English for Academic Purposes in Secondary Schools.. In D. Belcher (Ed.), English for Specific Purposes in Theory and Practice. (pp. 22–41), Michigan: University of Michigan Press.
  • Cruickshank, K. (2007). Arabic-English bilingualism in Australia.. In J. Cummins and N. Hornberger (Eds.), Encyclopaedia of Language and Education. (Vol. 5,), Heidelberg:: Kluwer Academic, Springer Verlag.
  • Cruickshank, K. (2006). The journey towards autonomy.. In A. Brew and S. Piper (Eds.), Case Studies in Tertiary Supervision. Sydney: ITL.
  • Cruickshank, K. (2001). Two case studies: Literacy practices in the Arabic speaking communities.. In A.Furness, G.Wong and L.Wu (Eds.), Penetrating Discourse: Integrating Theory with Practice in Second Language Teaching. (pp. 147–158), Hong Kong: UST.

Journal articles

  • Cruickshank, K. & Westbrook, R. (in press). Local and global - conflicting perspectives? The place of overseas practicum in pre-service teacher education. Asia Pacific Journal of Teacher Education.
  • Cruickshank, K., Chen, H., Warren, S. (2012). Increasing international and domestic student interaction through group work: a case study from the humanities. Higher Education Research and Development. DOI:10.1080/07294360.2012.669748
  • Cruickshank, K. (2012). Constructions of Language and Learner Identity in the Classroom: Confessions of a failure. Australian Review of Applied Linguistics, 35(2), 170–183.
  • Tsung, L., Zhang, Q. and Cruickshank, K. (2010). Access to Majority Language and Educational Outcomes: South Asian Background Students in Postcolonial Hong Kong.. Diaspora, Indigenous and Minority Education., 4, 1–16.
  • Tsung, L. and Cruickshank, K. . (2009). Mother Tongue and Bilingual Minority Education in China.. International Journal of Bilingualism and Bilingual Education..
  • Cruickshank, K. (2004). Towards diversity in teacher education: Teacher preparation of immigrant teachers.. European Journal of Teacher Education., 27(2), 125–138.
  • Cruickshank, K. (2004). Teenagers and reading: Literacy in multilingual contexts.. TESOL in Context., 14(2), 3–8.
  • Cruickshank, K. (2004). Change in teenagers reading: Literacy practices in multilingual contexts.. Journal of Language and Education., 8(2), 3–16.
  • Cruickshank, K., Newell, S. & Cole, S. (2003). Developing a model of English language support: Students from non-English speaking backgrounds in Australian tertiary education.. Asia Pacific Journal of Teacher Education., 31(3), 239–247.

Other

  • Morgan, L., Cruickshank, K., Chodkiewicz, A., & Tsung, L. (2012). Exploring the spaces between policy and practices: A case study of mapping languages and local contexts, Sydney, UTS.
  • Cruickshank, K. (2007). ESL Pedagogy Action Enquiry Program: Project Evaluation Report., NSW Department of Education and Training, Multicultural Programs Unit..
  • Cruickshank, K. (2005). Literacy and students from non-English speaking backgrounds. Report and literature view., NSW Department of Education and Training, Advisory Group on Multicultural Education and Training (AGMET).
  • Cruickshank, K. (2004). English as a Second Language students and educational outcomes: Review of recent research., Catholic Education Commission, Sydney Archdiocese..
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