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

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
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

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.

Associations

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

  • 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

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.

2011

  • Maximising the potential of Australias language resources: exploring and developing languages across sectors, schools and communities; Cruickshank K, Chen H, Wright J, Olah K, Morgan L, O'Grady S, Kerkyasharian S, Wright J, Tsung L, Morgan L, Chen H; Australian Research Council (ARC)/Linkage Projects (LP).

2010

  • 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).
  • 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.

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 & 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 & 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 & 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 & 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.

Original Creative Work

  • 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. IELTS Research Reports Online Series, 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. UTS Research Reports, 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. IELTS Research Reports Online Series, 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. UTS Research Reports, 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 & 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 & 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 & 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 & 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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