Professor Ken Cruickshank
Ken Cruickshank is Professor in Teaching English to Speakers of Other Languages (TESOL) in Sydney School of Education and Social Work (SSESW). His principal work concerns language and literacy in multilingual contexts. His first book Teenagers, Literacy and School (Routledge, 2006) drew on his doctoral study of literacy practices in Arabic-speaking families in Sydney and explored how young people’s languages and literacies were extended or excluded in school contexts.
Keywords: minority education, teacher professional development, TESOL, community languages
The ARC Linkage Project, Maximising Australia's Language Resources (2011-2015), explores languages in inner-city Sydney and Wollongong. The focus on these two areas is to allow us to work with and go beyond aggregated data to explore language study, use and attitudes in local schools, communities and classrooms in a complex patchwork of languages and socio-economic status (SES). The four stages of the research are designed to provide macro- and micro- perspectives on issues relating to the uptake of languages as well as the untapped resources that exist in systems and schools. The first stage involved a cross-sectoral mapping of languages programs K-12. The second stage involved a survey of attitudes and languages skills of school staff in 600+ schools. The third stage of case studies in 60 schools involved interviews with principals, executive, teachers, parents, and students, along with lesson. The overarching goal of the study is exploring the 'spaces' between policy and local practices. The key finding to date has been the differential access to languages in terms of SES.
The second current project is on integrating language and content within a quality teaching framework for EALD students. It follows on from a previous ARC linkage grant with Pauline Gibbons and Jenny Hammond, specifically in the constructs of rich tasks, essential learning and scaffolding as applied to EALD students. The focus of the study is how genuine negotiation of discipline knowledge and language needs for EALD students can be achieved at classroom and curriculum/syllabus levels. The project will involve the follow-up of successful collaborations between ESL and subject teachers in the ESL Pedagogies Project and explore these findings in terms of subject curriculum and ACARA Annotations.
The third current project focus is on teacher mobility. The percentage of migrant and Language Background other than English (LBOTE) teachers in Australian schools is less than half that of the student population. A combination of factors limits access of both LBOTE students and internationally-educated teachers to the profession. One recent project, Stakeholder perceptions of IELTS as a gateway to the profession: The case of employers of overseas-trained teachers (2011 with Jill Murray and Judie Cross) and a grant for the research and development of an inservice program for principals and executive in NSW Community Languages Schools (NSW Department of Education and Communities 2014) will form the basis for a larger study of teachers. The other side of this focus is the role of international experience in the preservice education of local teachers, which has been the basis of several small studies.
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Editorial Board, Evaluation and Research in Education, Australian Journal of Language and Literacy
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NSW Community Languages School Board, Ministerial appointment
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Executive, NSW Institute of Educational Research
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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)
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ARC Linkage Grant, Sustaining early-literacy practices through a playgroup and outreach program. Morgan, L., Pennycook, A., Jones Diaz, C., & Cruickshank, K. (2009 – 2012)
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TIGS Grant. Impact of mandatory study of cultural and linguistic diversity on preservice teachers. Cruickshank, K. & Keeley, C. (2012)
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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)
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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)
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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
| Project title | Research student |
|---|---|
| Leadership and Policy in Action: Examining the Impact of School Leadership on the Implementation of NSW EAL/D Education Policies. | Lauren CHUN |
| What works best in practice: Using classroom-based assessment to assess young learners (K-2) of Chinese | Erjia GUAN |
| The teaching and learning of Arabic in NSW: Evidence-based approaches for stage 3 students | Taghred NAJDI |
| Use of English as the Medium Language in Chinese as a Second Language Assessment a Study of Assessment Validity | Huiling YU |
| Improving Support for Educators Promoting Inclusivity in Community Language Schools in NSW | Jane Zhang ZHANG |
Selected publications
(Bloomsbury Academic, 2020)
(Mouton de Gruyter, 2015)
Publications
Books
- Cruickshank, K., Black, S., Chen, H., Tsung, L., Wright, J. (2020). Language Education in the School Curriculum: Issues of Access and Equity. London: Bloomsbury Academic. [More Information]
Edited Books
- Cruickshank, K., Lo Bianco, J., Wahlin, M. (2023). Community and heritage languages schools transforming education: Research, challenges, and teaching practices. New York: Routledge. [More Information]
- Djenar, D., Mahboob, A., Cruickshank, K. (2015). Language and Identity Across Modes of Communication. Berlin: Mouton de Gruyter. [More Information]
- Tsung, L., Cruickshank, K. (2011). Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age. London: Continuum. [More Information]
Book Chapters
- Cruickshank, K., Wahlin, M. (2024). Community/heritage languages schools transforming education: Beyond complementary, more than integration. In K. Cruickshank, J. Lo Bianco & M. Wahlin (Eds.), Community and heritage languages schools transforming education: Research, challenges, and teaching practices. New York: Routledge.
- Cranitch, M., Sharpe, T., Cruickshank, K. (2024). Confronting a monolingual mindset: Exploring pathways to accreditation for community languages teachers. In K. Cruickshank, J. Lo Bianco & M. Wahlin (Eds.), Community and heritage languages schools transforming education: Research, challenges, and teaching practices. New York: Routledge.
- Cruickshank, K., Wahlin, M. (2024). Parallel lines: Community/heritage languages schools and future research. In K. Cruickshank, J. Lo Bianco & M. Wahlin (Eds.), Community and heritage languages schools transforming education: Research, challenges, and teaching practices. New York: Routledge.
Journals
- Nordstrom, J., Cruickshank, K., Bai, E. (2024). Community language schools: a scoping review of research, 2001 to 2023. Cambridge Journal of Education, , 1-17. [More Information]
- Sutherland, L., Markauskaite, L., Cruickshank, K. (2023). A complex systems framework for examining the impact of school-based professional learning initiatives: Emerging agentic practices in a collaborative curriculum redesign. Professional Development in Education, 49(6), 1087-1102. [More Information]
- Cruickshank, K. (2022). Creating pathways for internationally educated teachers into the teaching profession: practices, policies and problems in the Australian context. European Education Research Journal, 21(2), 230-246. [More Information]
Research Reports
- Cruickshank, K., Ellsmore, M., Brownlee, P. (2021). The skills in question: Report on the professional learning strengths and needs of teachers in the NSW community languages schools, Australia: . [More Information]
- Murray, J., Cross, J., Cruickshank, K. (2014). Stakeholder perceptions of IELTS as a gateway to the professional workplace: The case of employers of overseas trained teachers, 2014/1, (pp. 4 - 78). Melbourne, Australia: IDP: IELTS Australia. [More Information]
- Morgan, L., Cruickshank, K., Chodkiewicz, A., Tsung, L. (2013). Mapping Language Study in NSW Schools and Communities, (pp. 5 - 127). Sydney, Australia: UTS.
2024
- Nordstrom, J., Cruickshank, K., Bai, E. (2024). Community language schools: a scoping review of research, 2001 to 2023. Cambridge Journal of Education, , 1-17. [More Information]
- Cruickshank, K., Wahlin, M. (2024). Community/heritage languages schools transforming education: Beyond complementary, more than integration. In K. Cruickshank, J. Lo Bianco & M. Wahlin (Eds.), Community and heritage languages schools transforming education: Research, challenges, and teaching practices. New York: Routledge.
- Cranitch, M., Sharpe, T., Cruickshank, K. (2024). Confronting a monolingual mindset: Exploring pathways to accreditation for community languages teachers. In K. Cruickshank, J. Lo Bianco & M. Wahlin (Eds.), Community and heritage languages schools transforming education: Research, challenges, and teaching practices. New York: Routledge.
2023
- Sutherland, L., Markauskaite, L., Cruickshank, K. (2023). A complex systems framework for examining the impact of school-based professional learning initiatives: Emerging agentic practices in a collaborative curriculum redesign. Professional Development in Education, 49(6), 1087-1102. [More Information]
- Cruickshank, K., Lo Bianco, J., Wahlin, M. (2023). Community and heritage languages schools transforming education: Research, challenges, and teaching practices. New York: Routledge. [More Information]
- Cruickshank, K., Wahlin, M. (2023). PARALLEL LINES: Community/heritage languages schools and future research. In K. Cruickshank, J. Lo Bianco & M. Wahlin (Eds.), Community and heritage languages schools transforming education: Research, challenges, and teaching practices, (pp. 308-321). New York: Routledge. [More Information]
2022
- Cruickshank, K. (2022). Creating pathways for internationally educated teachers into the teaching profession: practices, policies and problems in the Australian context. European Education Research Journal, 21(2), 230-246. [More Information]
2021
- Cruickshank, K., Ellsmore, M., Brownlee, P. (2021). The skills in question: Report on the professional learning strengths and needs of teachers in the NSW community languages schools, Australia: . [More Information]
2020
- Cruickshank, K., Black, S., Chen, H., Tsung, L., Wright, J. (2020). Language Education in the School Curriculum: Issues of Access and Equity. London: Bloomsbury Academic. [More Information]
2018
- Cruickshank, K. (2018). Community language schools: Bucking the trend? In Alice Chik, Phil Benson, Robyn Moloney (Eds.), Multilingual Sydney, (pp. 129-140). Abingdon: Routledge. [More Information]
- Wright, J., Cruickshank, K., Black, S. (2018). Languages discourses in Australian middle-class schools: Parent and student perspectives. Discourse: Studies in the Cultural Politics of Education, 39(1), 98-112. [More Information]
- Scrimgeour, A., Morgan, A., Cruickshank, K., Hajek, J. (2018). Refocusing on community languages. Babel, 53(3), 5-13. [More Information]
2016
- Cruickshank, K., Wright, J. (2016). A tale of two cities: What the dickens happened to languages in NSW? Australian Review of Applied Linguistics, 39(1), 72-94. [More Information]
- Rubino, A., Cruickshank, K. (2016). Exploring language choice and identity construction in 'in-between' sites: Ethnic media and community languages schools in Australia. Australian Review of Applied Linguistics, 39(3), 255-271. [More Information]
2015
- Cruickshank, K. (2015). A framework for inclusion: Plurilingual teachers in day and community schools. Australian Review of Applied Linguistics, 38(3), 155-171. [More Information]
- Cruickshank, K. (2015). Community languages schools: the importance of context in understanding hybrid identities. In Dwi Noverini Djenar, Ahmar Mahboob, Ken Cruickshank (Eds.), Language and Identity Across Modes of Communication, (pp. 83-105). Berlin: Mouton de Gruyter. [More Information]
- Djenar, D., Mahboob, A., Cruickshank, K. (2015). Identity and mode as a frame for understanding social meanings. In Dwi Noverini Djenar, Ahmar Mahboob, Ken Cruickshank (Eds.), Language and Identity Across Modes of Communication, (pp. 1-13). Berlin: Mouton de Gruyter. [More Information]
2014
- Cruickshank, K. (2014). Exploring the -lingual between bi and mono: Young people and their languages in an Australian context. In Jean Conteh, Gabriela Meier (Eds.), The Multilingual Turn in Languages Education: Opportunities and Challenges, (pp. 41-63). Bristol: Multilingual Matters. [More Information]
- Murray, J., Cross, J., Cruickshank, K. (2014). Stakeholder perceptions of IELTS as a gateway to the professional workplace: The case of employers of overseas trained teachers, 2014/1, (pp. 4 - 78). Melbourne, Australia: IDP: IELTS Australia. [More Information]
2013
- Cruickshank, K., Westbrook, R. (2013). Local and global - conflicting perspectives? The place of overseas practicum in preservice teacher education. Asia-Pacific Journal of Teacher Education, 41(1), 55-68. [More Information]
- Morgan, L., Cruickshank, K., Chodkiewicz, A., Tsung, L. (2013). Mapping Language Study in NSW Schools and Communities, (pp. 5 - 127). Sydney, Australia: UTS.
2012
- Cruickshank, K. (2012). Constructions of Language and Learner Identity in the Classroom: Confessions of a Failure. Australian Review of Applied Linguistics, 35(2), 170-182. [More Information]
- 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, 31(6), 797-810. [More Information]
2011
- Tsung, L., Cruickshank, K. (2011). Emerging Trends and Issues in Teaching and Learning Chinese. In Linda Tsung and Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 1-10). London: Continuum. [More Information]
- Tsung, L., Cruickshank, K. (2011). Minority Education for Exclusion or Access: Teaching Chinese as a Second Language in Xinjiang Uyghur Autonomous Region. In Linda Tsung and Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 97-115). London: Continuum. [More Information]
- Zhang, Q., Tsung, L., Cruickshank, K., Ki, W., Shum, M. (2011). South Asian Students' Educational Experience and Attainment: Learning Chinese as a Second/Additional Language in Hong Kong. In Linda Tsung and Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 63-80). London: Continuum. [More Information]
2010
- Tsung, L., Zhang, Q., 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), 17-32. [More Information]
2009
- Tsung, L., Cruickshank, K. (2009). Mother tongue and bilingual minority education in China. International Journal of Bilingual Education and Bilingualism, 12(5), 549-563. [More Information]
2004
- Cruickshank, K. (2004). Towards diversity in teacher education: teacher preparation of immigrant teachers. European Journal of Teacher Education, 27(2), 125-138. [More Information]
2003
- Cruickshank, K., Newell, S., Cole, S. (2003). Meeting English language needs in teacher education: a flexible support model for non-English speaking background students. Asia-Pacific Journal of Teacher Education, 31(3), 239-247.
Selected Grants
2019
- Developing languages specific methods in the generic languages curriculum units, Yang H, Cruickshank K, Shen H, DVC Education/Small Educational Innovation Grant
2017
- Developing languages specific methods in the generic languages curriculum units, Yang H, Cruickshank K, Shen H, DVC Education/Large Educational Innovation Grant
In the media
NSW risks failing as multicultural state after teacher support positions axed, expert warns, ABC News, 25th July 2014,http://www.abc.net.au/news/2014-07-25/experts-voice-concern-over-cuts-to-esl-teachers-in-nsw/5623082
Smarter kids need to speak in many tongues, Sydney Morning Herald, Nov 12th, 2012. http://www.smh.com.au/federal-politics/society-and-culture/smarter-kids-need-to-speak-in-many-tongues-20121111-2967x.html
Academics to fight against O'Farrell's English language funding cuts, Sydney Morning Herald, May 28th 2013. http://www.smh.com.au/nsw/academics-to-fight-against-ofarrells-english-language-funding-cuts-20130527-2n7gj.html
Forum at the University of Sydney on ESL and LSLD, Activist Teachers Network. http://activistteacher.com/2013/03/14/forum-at-sydney-uni-on-lsld-and-esl/
ESL Changes threaten education standards, ABC News, 28th May 2013 http://www.abc.net.au/news/2013-05-28/esl-changes-threaten-education-standards/4718882
