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People

CRiCLE-Net: Alumni

Yun Zhang

Yun Zhang

Yun is undertaking an MPhil in Research in Second Language Education at the Faculty of Education, University of Cambridge. She obtained her BA in Teaching Chinese as a Second Language at Nanjing University, China. During her undergraduate study, she had tutored CSL learners including Chinese heritage learners in Nanjing and had spent four months living in close contact with them. Currently, she is working on her MPhil thesis which looks at Chinese heritage language learners’ identity constructions in the study abroad context in China from a poststructuralist perspective.

MPhil Project: Constructing self by learning and using Chinese in the study abroad context: multiple case studies on identities of heritage and non-heritage English-speaking young adults

Ting Ding

Ting Ding

Ting recently completed her PhD at the Faculty of Education, Cambridge University and is currently a lecturer in Chinese at Shanghai Jiaotong University in Shanghai. She holds a BA from Beijing Foreign Studies University, an MA in Teaching Chinese as a Second Language from Peking University and an MPhil in Education from Cambridge University. Her current research interests include the learning of Chinese as a heritage language, the effect of study abroad on L2 proficiency and the interrelationship between language learning, language use and identity. She has taught Chinese as a heritage language/second language since 2006 in China and the UK and has published in this area.

PhD Project: Interactions between Chinese heritage language learning and identity in the study abroad context

Filio Constantinou

Filio Constantinou

Filio Constantinou is an educationist and an applied linguist. She holds a BA in Education Sciences (University of Cyprus), an MA in Language Learning and Education (University of York), an MPhil in Educational Research (University of Cambridge) and a PhD in Educational Linguistics (University of Cambridge). Her doctoral research focused on the linguistic challenges facing immigrant students in bidialectal communities. Her research interests span bilingualism, bidialectism, educational inequalities, language ideologies, writing performance and educational assessment. She is currently working as a researcher at the Research Division of Cambridge Assessment, University of Cambridge.

PhD Project: School-based writing in bidialectal settings and the challenges facing immigrant pupils

Dee Rutgers

Dieuwerke Rutgers

Dieuwerke (Dee) completed her MPhil and PhD in Education at the Faculty of Education, University of Cambridge. Dee first came to England as an exchange student from the Netherlands. As a result of her move to the UK, she became increasingly interested in what it means to be bi/multilingual and the impact this has on how we experience and influence the world, as well as on our cognition and learning processes. Dee currently works as a teacher-researcher at la Universidad de Las Américas (UDLA) in Quito, Ecuador, where her work focusses on the development of bilingual education (with both English and community languages) in Ecuador. Her current areas of interest are multilingualism and language learning, Content and Language Integrated Learning (CLIL), and the role of social interaction and language in learning and learner agency.

MPhil/PhD Project: Metalinguistic mediation in learning German as a third language within a Dutch-English bilingual education setting

Ruth Levine

Ruth Levine

Having completed PhD research into children’s identities as users of different languages at the University of Cambridge, Ruth has a keen interest in children with community and heritage languages. She is also committed to the broader field of language education. After teaching languages in schools in Cambridge, Conwy and Villach (Austria), she moved into research and teacher education. Following MEd study, she worked as a researcher on a government-funded study looking at language learning at Key Stage 3. Alongside PhD study, Ruth developed a one month intercultural programme for language teachers and trainees in China and has delivered this in the UK and in China. Before moving back to Cambridge, she worked in teacher education at Liverpool Hope University where she contributes to primary and secondary programmes.

PhD Project: Children's identities as users of languages: a case study of nine Key Stage 2 pupils with a range of home language profiles

Kseniya Tyshkevych

Kseniya Tyshkevych

Kseniya holds an MPhil in Research in Second Language Education from Cambridge, MPhil in Applied Linguistics from Greece, and BA in Foreign Languages from Ukraine. She has eleven years of experience of teaching Modern Greek and English in language schools in the UK, Greece, and Ukraine. After completing her MPhil in Cambridge, Kseniya worked as a Research Assistant for CRiCLE network project and conducted a bibliographic search on the literature in community language education. She was awarded a CEELBAS internship grant to receive training at the educational charity “Civilizations in Contact”. Kseniya currently resumed her teaching as a Greek tutor and prepares her first publication on the basis of her research projects. Her current research interest lies in the field of community/heritage language education and its impact on students’ general academic achievement.

MPhil Project: Proficiency in a community language and the sense of belonging: a case study of learners at a Greek community school in the UK

Petar Apostolov

Petar Apostolov

Petar completed his MPhil in Research in Second Language Education at Faculty of Education, University of Cambridge in 2013 and is currenlty an English language instructor at Jumeira University, United Arab Emirates. He also holds a BA in foreign languages at FON University in Skopje Macedonia and had been an exchange student at the University of Geogria, USA. Petar has an educational background in applied foreign languages and TEFL and three years of professional experience as a language teacher at the Center for Foreign Languages in Skopje. He has worked on a number of projects on language education and youth education, in collaboration with local and international NGOs. His current research interests lie in multilingualism and minority language integrated educational programmes in Macedonia.

MPhil Project: Teachers' perceptions about the role of minority language education in the conflict-ridden society of Macedonia 

Lin Zhang

Lin Zhang

Lin trained as a Chinese teacher in China and studied her MPhil in Education at Cambridge. Prior to coming to the UK, she obtained her Bachelors’ degree in Teaching Chinese as a Foreign Language at University of Jinan and worked as a part-time Chinese lecturer in the International Education & Exchange School. She has taught Chinese learners from diverse international backgrounds. Lin’s research interests include language use, language attitude and cultural identity of Chinese immigrants and community/heritage learners. Her MPhil project  investigated children's use of Chinese as a heritage language in three complementary schools in the UK.

MPhil Project: Language use among students in Chinese complementary schools in the UK: A mixed methods inquiry

Karen Ashton

Karen Ashton

Karen Ashton is Senior Lecturer at Massey University in New Zealand. She holds a PhD in cross-language comparability of reading proficiency from the University of Cambridge. Before joining Massey University, she was a Senior Research and Validation Manager at Cambridge Assessment in the UK and worked on several key projects, including Asset Languages, a multilingual assessment project for the Department for Education. She was also the project manager for the European Survey on Language Competences (SurveyLang), a project initiated by the European Commission which tested the language skills across 14 European countries. Her current research interests include ESOL, TESOL, community languages, assessment, the impact of assessments, comparability of assessments, international education surveys and large scale assessment methodology.

PhD Project: Comparing proficiency levels in an assessment context (Asset Languages): the construct of reading for secondary school learners of German, Japanese and Urdu in England

Wei Jin

Wei Jin

Wei JIN trained as a language teacher in China. She then pursued further studies in second language education at Cambridge, UK. She has worked at the Faculty of Oriental Studies, University of Cambridge, and managed the Chinese section at the Centre for Modern Languages, University of Birmingham. She was the language specialist at the Language Centre, School of Oriental and African Studies, before taking up a lecturership position in Chinese language and education at Goldsmith, University of London. She has rich experience in teaching Chinese to people from various backgrounds and has research interest in identity and language learning, socialisation and participation. She is also interested in distance learning and language teacher education. She is currently an executive member of the Association of University Language Centres and has served as chair of British Chinese Language Teaching Society.

Past Working Group Members

Simin Zeng

Simin Zeng

Simin Zeng is a PhD student in Education, and a member of Wolfson College, University of Cambridge. Her research interests include monitoring, self-repairing, communication strategies, community languages, classroom language teaching and learning, and English language teaching in China. She is currently working on her PhD project, which investigates how learners’ self-repair behaviour is affected by their classroom learning within different school settings in China (a state-run high school and a private A-level college). Prior to her Ph.D studies, Simin obtained her MPhil in Research in Second Language Education at the University of Cambridge.

Shi Pu

Shi Pu

Shi Pu recently completed her PhD at the Faculty of Education and is currently a postdoctoral lecturer at Beijing Foreign Studies University in China. She obtained an MA in Applied Linguistics in 2009 and taught English to undergraduate students at Beijing Foreign Studies University. She also worked in primary and secondary education, promoting English teacher education and coordinating national projects on teacher education in China. In 2012, she obtained an M.Phil Degree in Politics, Development and Democratic Education in the Faculty. Her current research interests extend to cultural and ideological issues in applied linguistics, identity in relation to language, community and heritage language education, and the history of Chinese English education. Her PhD looks at critical thinking and learner autonomy in second language education.

Rebecca Tron

Rebecca Tron

Rebecca Tron completed her MPhil in Psychology and Education at the Faculty of Education, University of Cambridge. Prior to this, she studied for her undergraduate Tripos in Education and English in the same faculty. Her interests in Language Education come from her teaching of English in Italy and her dissertation research with Italian schools. Broadly speaking, her research interests include the cognitive processes of language acquisition and development, bilingual education and community language education.