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CRiCLE-Net: Current Students

CRiCLE students and alumni are all members of the Second Language Education Group in the Faculty of Education, which hosts or involves in a range of teaching and learning programmes.

PhD/EdD in Language and Education (LAE)
MPhil/MEd in Research in Second Language Education (RSLE)
PGCE in Modern Foreign Languages (MFL)
Tripos Undergraduate Module in Language, Communication and Literacies (LCL)
PPD Certificate/Diploma Projects in English as an Additional Language (EAL)

Zixuan Li

Zixuan is a PhD student at the Faculty of Education, University of Cambridge. She also holds an MPhil degree in Research in Second Language Education in the Faculty. Her main interests lie in language learning motivation, multilingualism, and positive psychology. She is particularly interested in the motivational profiles of LOTEs learners across various contexts. Prior to joining the Faculty, Zixuan completed her BA in English studies at Southeast University in China and had been an exchange student at the University of California, Los Angeles and Israel Institute of Technology. Her current PhD project aims to apply Positive Psychology principles to understand learners’ L2 learning experience and its relationship with future selves.

PhD Project: What makes a flourishing language self? A positive psychology perspective on LOTE language learning motivation


Jenson

Jenson Deokiesingh

Jenson is a PhD student at the Faculty of Education, University of Cambridge. Prior to joining the Faculty, Jenson worked for two and a half years in Macau, China, as an English language instructor. His professional involvement in TESOL also includes working with refugees in the United Kingdom, and high school and special needs students in Japan. He holds a MA in TESOL from the University of Leeds. His research interests lie in racism and social justice in education which stems from his personal experiences of discrimination in the ELT industry. His research focuses on the stories of Caribbean diaspora English teachers, their multiple identities, prejudices they encounter, and how they may be used as a locus to challenge policies and practices that legitimise discrimination in education.

PhD Project: Stories from the periphery Centre: Counter-stories of Anglophone Caribbean teachers on the Pathology of Racisms in TESOL


Lini Xiao

Lini Xiao

Lini is a continuing PhD student in the Faculty of Education following the completion of her MPhil degree in Research in Second Language Education. Her research interests include language and identity, language socialisation, and multilingualism. She is particularly interested in bringing together sociolinguistic theories of language and situated cognition theories to understand the social nature of and social implications for language use and development in contexts of migration and linguistic diversity. Prior to joining the Faculty, she received her BA in English from Sun Yat-sen University in China and studied linguistics at University of Cologne in Germany for one year as an exchange student. Lini’s PhD project aims to explore the socially situated nature of heritage language development and its symbiotic relationship with identity formation.

PhD Project: Heritage language learners on the move?: An ethnographic case study of the transnational process of language maintenance in a Chinese complementary school in the context of new Chinese migration to Britain


Yue Zhou

Yue Zhou

Yue is PhD student who also completed her MPhil in the Faculty of Education, University of Cambridge. Her current research interests include issues and discourses of identities, heritage language learning, and multilingualism. Her MPhil project focused on the lived experiences and multiple identities of adult heritage language learners of Chinese. Prior to her postgraduate studies, Yue obtained a BA in English at Nankai University in China and had been an exchange student at the University of New South Wales, Australia. Her MPhil project examines the life histories and experiences of learning heritage language of new Chinese migrants in the UK.

MPhil Project: Contesting the essentialised Chineseness: the life-histories of three British Chinese adults

PhD Project: Towards a theory of heritage language learner wellbeing: a mixed methods study of Chinese heritage language learners


Michael James

Michael James

Michael is an MPhil candidate (Research in Second Language Education) at the Faculty of Education, University of Cambridge. He holds a BA with majors in English Literature, Philosophy, and Chinese, as well as a BA (Hons) in joint English/Philosophy, and a MA in English Literature from Rhodes University. After experimenting with learning Esperanto in his first year of university, he developed an increasing interest in language learning – both in formal and informal settings. He has tutored both English and Chinese to L2 learners. His current research interests include L2 motivation, low-status language learning in post-colonial/conflict-ridden contexts, and the role(s) that religion and philosophy play in L2 education and educational research. His recently completed MPhil thesis was a study of South African L1 English university students' motivations for learning isiXhosa.

MPhil Project: The motivations of South African students with L1 English for learning isiXhosa as an additional language: a mixed methods study

PhD Project: Black tongues, white voices: the oral histories of white South Africans learning black indigenous languages in the post-aparthied new South Africa


Silke Zschomler

Silke Zschomler

Silke is a continuing PhD student at the Faculty of Education following the completion of her MPhil degree. She has a particular interest in the intersections between social class and second language learning in the transnational migration context which has developed throughout her academic and professional career. Prior to joining the Faculty, Silke has completed a degree in social sciences in Germany as well as a degree in TESOL in the UK. She also holds a Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA). Her professional involvement and experience in the field include work for the City of Berlin in an advisory service for migrants and several years of teaching ESOL and EFL in London.

MPhil Project: A critical hermeneutic phenomenology of adult migrant language learners’ experience of social class in London: Struggles for value and values and the potential transformative impact of the language classroom

PhD Project: Reimagining migrant language education from the bottom up: an ethnographic study


Rob  Neal

Rob Neal

After graduating from the University of Birmingham (BA Hons: French and German), Rob spent two years in Japan where he worked as an assistant English teacher. He then completed a Masters degree in TESOL at Lancaster University before teaching English for two and a half years at Peking University. Upon returning to England he did a PGCE in Modern Foreign Languages at Sheffield University and currently teaches Mandarin at an inner city school in Manchester where most of the students are from minority ethnic backgrounds. He is currently studying for an MEd/PhD at Cambridge University where he is researching why the acquisition of Mandarin tones is so challenging for Anglophone learners. He has been involved in the 'Our Languages' Project which emphasizes collaboration between 'mainstream' and 'community' schools.

MEd/PhD Project: Learning Mandarin tones in an English secondary school: a developmental study