Associate Professor Ken Cruickshank

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

A35 - Education Building
The University of Sydney

Telephone +61 2 93516313
Fax +61 2 93512606

Website Contact details

Biographical details

Dr. Ken Cruickshank is Associate Professor in TESOL in the Faculty of Education and Social Work. Ken’s 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.

A linking theme in his work is the focus on TESOL and students of migrant and refugee backgrounds in the school system. He is co-convenor of the ESL and Refugee Education Working Party, a coalition of academics in 12 NSW universities working to maintain and develop school ESL provision under Local Schools, Local Decisions. An ESL teacher for many years, his teaching focus in the Faculty is on pre-service teacher education for TESOL graduates, but also preparing all teachers in terms of cultural and linguistic diversity. He developed the Teaching English Language Learners inservice program (with Dr. Pauline Jones) to provide classroom teachers with skills and understanding in working with EALD students. He also worked with Pauline Gibbons and Jenny Hammond on research into quality teaching and EALD learners and is currently extending this work into secondary discipline areas.

Dr. Cruickshank has also focused on community/ heritage languages. He has been a long-term member of the NSW Community Languages Schools Board and developed and co-ordinates inservice training for parents and community members working in the schools. He is presently researching and developing an inservice program for community language school principals and executive. Community languages and community languages schools have also been a research focus, in his present ARC Linkage study and in publications (Teaching and Learning Chinese in Global Contexts 2011, Continuum – with Linda Tsung; Language and Identity Across Modes of Communication 2014, Mouton de Gruyter – with Novi Djenar and Ahmar Mahboob). Linked to this work has been research into teacher mobility and cultural/ linguistic diversity. One strand of this has been a focus on internationally-educated teachers and their inclusion or marginalization in Australia; the second has been the role of international experience in helping local teachers meet professional standards.

Research interests

Keywords: minority education, teacher professional development, TESOL, community languages

Current research students

Project title Degree Research student
Globalisation and its impact on tertiary study in Lebanon: a case study. EdD Sarwat DABAGA
Tone perception, production and self-regulated strategy use PhD Baili LILIENFELD
The immigrants' child amid the literacy practices of the home and school: four case studies. (Co-supervision) PhD Susan MARKOSE
EFL Reading in Three Indonesian Universities: A Cross-Cultural Perspective PhD Hartis MASDUQI
The effects of listening strategy instruction on English as a Foreign Language students in Vietnam. (Auxiliary supervisor) PhD Thi Hang NGO
Negotiations of identity in online learning environments: Studying Swedish online in a K-12 community language school PhD Eva NORDSTROM
Identity positioning and investment in the international English language classroom MPhil Michelle O'CONNOR-DAVIS
Storytelling practices in generations of Vietnamese families in the diaspora PhD Gillian PENNINGTON
Exploration of the aesthetic experience created during drama process in higher education language learning. (Co-supervision) PhD Patrick PHEASANT

Current projects

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 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 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 DEC 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.

Associations

  • Editorial Board, Evaluation and Research in Education, Australian Journal of Language and Literacy

  • NSW Community Languages School Board, Ministerial appointment

  • Executive, NSW Institute of Educational Research

Awards and honours

  • 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

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 Sydney Uni 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

Selected grants

2012

  • Stakeholder perceptions of IELTS as a gateway to the professional workplace in the case of employers of overseas trained teachers; Murray J, Cruickshank K, Cross J; IELTS Australia Pty Limited/Research Support.

2010

  • The Language and Identity Research Group; Rubino A, Bednarek M, Cruickshank K, Djenar D, Jarkey N, Lipovsky C, Mahboob A, Paltridge B, Tsung L, Wang W, Yilmaz D, Zhang Z; Faculty of Arts and Social Sciences/FASS Collaborative Research Scheme.
  • LNK: 2010/Round1/ARC Linkage Transfer LP100100213, Developing early literacy in informal settings: E; Cruickshank K.
  • Developing early literacy in informal settings: Engaging disadvantaged Aboriginal and CALD families outside formal settings; Cruickshank K; Australian Research Council (ARC)/Linkage Projects (LP).

Selected publications & creative works

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Edited Books

  • Djenar, D., Mahboob, A., Cruickshank, K. (2014). Language and Identity Across Modes of Communication. Berlin/Boston: Mouton de Gruyter.
  • Tsung, L., Cruickshank, K. (2011). Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age. London: Continuum.

Book Chapters

  • Djenar, D., Mahboob, A., Cruickshank, K. (2014). 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. Berlin/Boston: Mouton de Gruyter.
  • 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.
  • 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.
  • 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.
  • Cruickshank, K., Tsung, L. (2011). Teaching and Learning Chinese: A Research Agenda. In Linda Tsung and Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 213-224). London: Continuum.

Journals

  • 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]
  • 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.
  • 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]
  • 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]
  • Tsung, L., Cruickshank, K. (2009). Mother tongue and bilingual minority education in China. International Journal of Bilingual Education and Bilingualism, 12(5), 549-563.
  • Cruickshank, K. (2004). Towards diversity in teacher education: teacher preparation of immigrant teachers. European Journal of Teacher Education, 27(2), 125-138. [More Information]
  • 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.

Research Reports

  • 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). Australia: IDP: IELTS Australia. [More Information]
  • Morgan, L., Cruickshank, K., Chodkiewicz, A., Tsung, L. (2013). Maximising Australia's language potential: A case study of Turkish and Chinese in Canterbury/ Auburn local government areas, Sydney, Australia: UTS.

2014

  • Djenar, D., Mahboob, A., Cruickshank, K. (2014). 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. Berlin/Boston: Mouton de Gruyter.
  • Djenar, D., Mahboob, A., Cruickshank, K. (2014). Language and Identity Across Modes of Communication. Berlin/Boston: Mouton de Gruyter.
  • 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). 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). Maximising Australia's language potential: A case study of Turkish and Chinese in Canterbury/ Auburn local government areas, 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.
  • 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.
  • 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.
  • 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.
  • Tsung, L., Cruickshank, K. (2011). Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age. London: Continuum.
  • Cruickshank, K., Tsung, L. (2011). Teaching and Learning Chinese: A Research Agenda. In Linda Tsung and Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 213-224). London: Continuum.

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.

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.

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