Ken Cruickshank

Associate Professor in Education

Activities relevant to the proposed research group

Ken Cruickshank brings to this proposal extensive experience in researching languages/ literacy practices and identity issues. Following the publication of Teenagers, Literacy and School: Researching in Multilingual Contexts (Routledge 2006), young people of Arabic-speaking backgrounds, his research on the impact of new technologies and media on youth identities was published by Kluwer (2007) in the Encyclopaedia of Language and Education. In 2009/ 2010 he collaborated with Dr. Linda Tsung in work leading to the publication of Learning and Teaching Chinese in Global Contexts: Multimodality and literacy in the new media age (London: Continuum 2011). Most recently Dr. Cruickshank has been focusing on the study of young people and community languages in the Australian context. In 2009, he led a research project at the University of Wollongong investigating the impact of global developments in media and communications on language and literacy practices in Chinese and Arabic-speaking communities in the Illawarra. The findings of this study, focusing on the complexity of language and cultural identities of young people led to an ARC Linkage Grant (2011-2013) Maximising the potential of Australia’s language resources: Mapping and accounting for the diversity of language provision and uptake. He was keynote speaker at the 2010 National Conference for Community Languages and has published widely in the area of young people and bilingual bicultural identities.

Publications relevant to the proposed research group

Tsung, L. and Cruickshank, K.(Eds.) (2011). Learning and Teaching Chinese in Global Contexts: Multimodality and literacy in the new media age. . London: Continuum.

Cruickshank, K. (2006) Teenagers, Literacy and School: Researching in multilingual contexts. London: Routledge

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.

Cruickshank, K. (2007) Arabic-English bilingualism in Australia, in J. Cummins and N. Hornberger (eds) Encyclopaedia of Language and Education, Volume 5: Bilingual Education. Heidelberg: Kluwer Academic, Springer Verlag.
Tsung, L., Zhang, Q. and Cruickshank, K. (2011). Access to Majority Language and Educational Outcomes: South Asian Background Students in Postcolonial Hong Kong.. Diaspora, Indigenous and Minority Education., 4, 1–16.

Cruickshank, K. (submitted September 2010). Exploring the mediating roles of heritage/ community languages schools in creating senses of community and identity. Heritage Language Research Journal.

Cruickshank, K., Warren, S. & Chen, H. (submitted September 2010). Increasing international and domestic student interaction through group work: A case study from the Humanities, Higher Education Research and Development Studies Association (HERDSA) Journal.

Cruickshank, K. (2004) Teenagers and reading: Literacy in multilingual contexts. TESOL in Context 14, 2, pp. 3-8.
Cruickshank, K. (2004) Change in teenagers reading: Literacy practices in multilingual contexts. Journal of Language and Education Vol 8. No 2. pp. 3–16.