CRiCLE-Net: Research Projects and Programmes
Members of CRiCLE-Net have been involved in a range of projects within five research programmes, each with a distinctive theme. These projects are sponsored by funding bodies such as European Union, Arts and Humanities Research Council, Department for Education, Bell Foundation, Cambridge University Press and Assessment, Newton Fund, Commonwealth Trust, Unicef, Cambridge Humanities Research Grants.
- English as an additional language
- Multilingualism and foreign language learning in schools
- Community/heritage/indigenous language education
- Bilingual/trilingual/multilingual education
- Learning and Medium of Instruction (MoI) in development and emergencies contexts
Research projects
Content and Language Integrated Learning (CLIL) Didactics in Multilingual Primary School Settings (British Council)
Teach Your Subjects in English (Cambridge Assessment)
Monitoring the Use of EAL Assessment Framework for Schools: Teacher Assessment Literacy and Practice (Bell Foundation)
Language, Integration and Media (Norwegian Research Council)
EAL Assessment Framework for Schools (Bell Foundation) free download
The Common Wealth of Community and Heritage Languages (Centre for Commonwealth Education and Commonwealth Education Trust)
Community Languages and Sense of Belonging, research apprenticeship funded by CEELBAS (Centre for East European Language-Based Area Studies) AHRC Consortium (AHRC)
Cambridge Research in Community Language Education: the CRiCLE-Net (Newton Trust)
Parental Involvement in Modern and Community Language Education (Newton Trust)
The Impact of Curriculum Changes on Provision and Practice of MFL in Schools at KS3 (DCSF)
Student projects
PhD projects
The languages of unsettlement. Asylum seeking students' language policies in transit country public schooling (Zach Denton)
A tale of two profiles: An ecological approach to Chinese heritage language learners' wellbeing in complementary schools (Xiangning Li)
The accidental heritage language teacher: Exploring professional identity formation (Heidy Perez-Cordero)
L2 investment in African languages: A multiple case study of white learners of African languages in post-apartheid South Africa (Michael James)
Reimagining migrant language education from the bottom up: An ethnographic study (Silke Zschomler)
Stories from the periphery Centre: Counter-narratives of Anglophone Caribbean teachers on the performance of racism in the TESOL industry (Jenson Deokiesingh)
Flourishing in Chinese heritage language learning: Towards a comprehensive understanding of language learner wellbeing (Yue Zhou)
Mobility, identity and transnational communities of practice for heritage language learning: an ethnographic case study (Lini Xiao)
The complex construction of multilingual identity: exploring the dynamics between self and context in the process of L3 acquisition (Harper Staples)
Contesting space for transformation: a critical ethnography of the politics, practice, and lived experience of second language learning in the adult migrant context in London (Silke Zschomler)
An ethnographic case study of Macedonian immigrant-background children's learning of English and home languages in their social networks in England (Biljana Savikj)
The influence of language on how Korean-English heritage bilingual learners experience and express shame (Mee Kyoung Kim)
Interactions between language learning and identity in the study abroad context: a case study of heritage learners and non-heritage learners of Chinese at university level in the Chinese-as-a-second-language setting (Ting Ding)
Learning mandarin tones in an English secondary school: a case study (Rob Neal)
School-based writing in bidialectal settings and the challenges facing immigrant pupils (Filio Constantino)
Metalinguistic mediation in learning German as a third language within a Dutch-English bilingual education setting (Dieuwerke Rutgers)
Constructing identities in culturally diverse classrooms: a cross-national study of the experience of immigrant background children in French and English primary schools (Oakleigh Welply)
Children's identities as users of languages: a case study of nine Key Stage 2 pupils with a range of home language profiles (Ruth Levine)
Comparing proficiency levels in an assessment context (Asset Languages): the construct of reading for secondary school learners of German, Japanese and Urdu in England (Karen Ashton)
MPhil/MEd projects
Cuore italiano (The Italian Heart). A comparative case study on heritage and non-heritage motivation in four Italian learners in the UK (Giorgio Molteni)
Tagine in the Paellera: An investigation of Moroccan migrant student multilingual identity formation within Spanish bilingual education (Zach Denton)
The language pedagogy making in refugee education (Vittoria Realbuto)
Exploring Chinese migrant adolescents' identity negotiation trajectories in the UK: Positioning shifts and struggles (Xinyuan Cheng)
'To share my potential: Exploring the nature of multilingual identity of individuals with a background in Latin American in the UK (Madeleine Coole)
Identity construction and heritage language learning: A multiple case study of British Chinese adults (Shinan Meng)
The heart motivation: A comparative case study on heritage language learning motivation in the Italian class (Giorgio Molteni)
Contesting the essentialised Chineseness: the life-histories of three British Chinese adult heritage speakers (Yue Zhou)
Does Chinese bilingualism count? The effect of Mandarin-Cantonese bilingualism on executive control (Kunyao Zhu)
Bilingual children and vocabulary acquisition mediated through a self-made, visual learning tool (Tazreen Kassim-Lowe)
Motivational dynamics in heritage language learning: an Italian-Chinese perspective (Yuxi Feng)
Snap, Like, Comment, Tweet: the affordances of different social media features for building an informal online learning community for heritage language learners (Simon Posner)
The motivations of South African students with L1 English for learning isiXhosa as an additional language: a mixed methods study (Michael James)
“I Cannot Speak”: a case study of five Syrian refugees' language learning and social integration experiences in England (Katherine Bussiere)
An analysis of the scaffolding strategies used by bilingual EAL and monolingual pupils in collaborative reading tasks (Natilly Macartney)
The languages of maths and science: code switching practices between Ga and English in Ghanaian classrooms (Courtney Roy MPhil)
Social class, identity, and second language learning: a critical hermeneutic phenomenology of adult migrant experiences in London (Silke Zschomler)
Literacy development of young learners of Japanese as a heritage language in Cambridge (Hiroko Roberts-Taira)
Arabs who can’t speak Arab: the impact of the English-medium education system on the modern standard Arabic language abilities and the social integration of students into the Arab-speaking workforce in Qatar (Yara Fakhroo)
Getting closer? Constructing the self by learning and using Chinese as a second language in study abroad context: multiple case studies on Chinese heritage and non-heritage learners’ (Yun Zhang)
How does being an EAL learner of modern foreign languages shape one’s ideal self? (Nancy Williams)
Teachers' perceptions about the role of minority language education in the conflict-ridden society of Macedonia (Petar Apostolov)
Motivation in heritage language learning: a multi-case study of Chinese heritage language learners studying on an L2 Chinese programme in mainland China (Shanshan Yan)
Proficiency in a heritage language and the sense of belonging: a case study of learners at a Greek community school in the UK (Kseniya Tyshkevych)
Language use among students in Chinese complementary schools in the UK: a mixed methods inquiry (Lin Zhang)