University-School-Community Partnership to Unleash the Potential of Bilingual Migrant Children and Change their Lives
Mission
'Our mission is to mobilise the linguistic capital and cultural heritage at home, school and in the community to support bilingual children on the move
Their involvement was kept secret for many years: until 1979 for Blunt, and 1990 for Cairncross. The moniker Cambridge Four evolved to become the Cambridge Five after Cairncross was added. The term 'Cambridge' refers to the recruitment of the group during their education at the University of Cambridge in the 1930s. Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education. AB = fp 1 (iii) A and B lie on a circle. Education and Industry (MEI) syllabus in the UK but they have been redesigned for Cambridge users; where appropriate new material has been written and the exercises contain many past Cambridge examination questions. An overview of the units making up the Cambridge International A & AS Level Mathematics. Hosted by the Second Language Education Group (SLEG) in the Faculty of Education, it provides a research forum where policy makers, academics, practitioners and research students in Cambridge, and more broadly at national and international levels, can engage in. Cambridge IGCSE Thousands of students from India, USA and 30 other countries are using Learnhive to master concepts and get ahead in school with our FREE content. It's time to get the Learnhive advantage for your child as well.
About Us
1 Education Circle Cambridge Ct
CRiCLE-Net was established in 2014 as a research initiative supported by the Newton Fund. Hosted by the Second Language Education Group (SLEG) in the Faculty of Education, it provides a research forum where policy makers, academics, practitioners and research students in Cambridge, and more broadly at national and international levels, can engage in critical debates on language, heritage and migration.
‘Community languages’ refer to a wide range of minority languages that exist alongside the dominant language(s) in society, and are in use mainly at home, among cultural/religious groups or within diaspora communities. In the UK context, community languages include, for example, Arabic, Bengali, Catalan, Cantonese, Farsi, Greek, Gujarati, Hebrew, Hindi, Hungarian, Italian, Lithuanian, Japanese, Korean, Mandarin, Persian, Polish, Portuguese, Punjabi, Russian, Spanish, Somali, Swahili, Tamil, Turkish, Urdu, Yoruba, among many others.
Research in this field emerges in response to the global trend of transnational migration and the increasing needs of immigrant communities to preserve their heritage languages and cultures. In a broad sense, relevant research has been conducted under different names, such as 'asset language' in England, ‘community language’ in Australasia and the UK, 'migration language' in Europe, 'home language' in Africa, 'heritage language' in the Americas and Asia, and 'refugee language' in conflict zones. In the UK, community language education has become an important field of research in recent years and there is a need for a dedicated initiative to look at the education of bilingual children at home, school, in the community and refugee camps and to support them to maintain their heritage language across the lifespan.
Vision
To establish a local University-School-Community Partnership and an international Research Consortium to promote the value of community language and multilingualism in education, integration and well-being of migrant children and youth
Aims
The CRiCLE-Net has both an international and a local focus and pursues an interdisciplinary approach to policy, theory and practice of community language education.
We work with children, for the community and through partnership; our research seeks to build evidence, inform policy and improve practice.
CRiCLE-Net aims:
- To provide a research forum where policy makers, academics, practitioners and research students can exchange ideas and expertise in community language education;
- To collaborate with local, regional, national and international institutions to identify critical issues in community language education and to engage in theoretical and methodological debate on these issues;
- To develop a corpus of research evidence that can advise the development of community language education policy and practice;
- To build interdisciplinary connections and create grounds for cross-fertilisation among Applied/Educational Linguistics, Bilingual/Multilingual Education, Second/Foreign Language Education, Community/Heritage Language Education, Minority/Indigenous Language Education, Language/Literacy across the Curriculum, and Teaching English to Speakers of Other Languages (TESOL)/Languages Other than English (LOTE).
Governance
Cambridge Education Services
The governance of the network is supported by an executive committee, an international advisory panel, a school advisory board and a working group. The network also plays an active role in supporting local schools and communities and serves as a research resource centre for community language education in the East of England and nationally.
Collaboration
Members of the CRiCLE network are well connected to the University's interdisciplinary research initiatives on Migration, Language Sciences, Public Policy and Heritage Research.
Language, Heritage, Migration Research Group
Cambridge Migration Research Network
Cambridge Centre for the Study of Global Human Movement
Cambridge Language Sciences Strategic Research Initiative
Cambridge Interdisciplinary Center for Language Sciences
Cambridge Public Policy Strategic Research Initiative
Center for Science and Policy (CSaP)
Cambridge Heritage Research Centre
Partnership
CRiCLE works in partnership with local community schools and Cambridge Bilingual Groups, a volunteer support organisation which offers hands-on training for professional development of community teachers and step-by-step guidance to help ethnic communities to set up community language schools. Join their facebook to follow up-to-date information on community language education.
In a three-way partnership, CRiCLE, Cambridge Bilingual Groups and Cambridge Ethnic Community Forum recently established the innovative Cambridge Community School Leadership Forum to faciliate rapid policy consultation and coordination of local support.
We have a long-standing partnership with the Bell Foundation working on reseach and development projects on EAL teaching and assessment in schools.
We also work in partnership with Association for Language Learning (ALL), National Association for Language Development in the Curriculum (NALDIC), Cambridgeshire County Council and the Bell Foundation in a flagship AHRC-funded project on multilingualism and language policy (MEITS) under the Open World Research Initiative. A campaign called 'We are Multilingual' (WAM) is being led by Dr. Linda Fisher which forms part of the Education Strand of this project. Follow project updates on blogs,news, events and Twitter.
Research Programmes
Members of CRiCLE have been involved in a range of projects within five research programmes, each with a distinctive theme:
- Theme 1: English as an Additional Language (EAL)
'The Cambridge EAL (CamEAL) Research Programme' (Bell Foundation) - Theme 2: Multilingualism and MFL in Schools
'Multilingualism: Empowering Individuals, Transforming Societies (MEITS) (Education Strand)' (Arts and Humanities Research Council) - Theme 3: Community/Heritage Language Education
'An Oral History of the Community Language Schools in Cambridge (1950-2020)' (Centre for the Study of Global Human Movement) - Theme 4: Bilingual/Trilingual/Multilingual Education
'Defining the Knowledge Base of CLIL Teaching in Multilingual Primary Education Settings' (British Council) - Theme 5: Language(s) and Literac(ies) in Development and Refugee Contexts
'The Learning Passport' Programme (Cambridge/Unicef/Microsoft)
Impact
Cambridge Community School Leadership Forum, created as an innovative partnership among CRiCLE, Cambridge Ethnic Community Forum and Cambridge Bilingual Groups, under the auspicies of the interdisciplinary Centre for the Study of Global Human Movement in Cambridge.
EAL Assessment Framework for Schools (2.0) and the Digital Tracker, in collaboration withthe Bell Foundation
We Are Multilingual (WAM), MFL open resources as part of the legacies oftheAHRC MEITS Project
Language Policy Forum (LPF) 2020, under the sponsorship of the Language Policy SIG of BAAL
Cambridge Masterclasses on Multilingualism, Education and Language Policy, hosted bySLEG
Cambridge Distinguished Lecture Series on Second Language Learning and Teaching, hosted by SLEG
Languages Change Lives,campaign to raise awareness of the value of multilingualismamong the general public, the MEITS Project
Research Approaches
Research Domains
Languages at home
Languages at school
Languages in the community
Languages for work
Languages for Education in Emergencies
Research Dimensions
Language teaching
Language learning
Language policy
Language maintenance
Language teacher development
Teaching and Learning Programmes
CRiCLE students and alumni are all members of the Second Language Education Group (SLEG) in the Faculty which provides an intellectual home for students and staff researching on second, foreign, heritage and additional language/literacy education. The SLEG research group also hosts or involves in a range of teaching and learning programmes including:
PhD/EdD in Language and Education (LAE)
MPhil/MEd Research in Second Language Education (RSLE)
MEd Transforming Practice Thesis Projects on Modern Languages in Schools (TP)
PGCE in Modern Foreign Languages (MFL)
Education Tripos (Undergraduate) Research and Investigation Projects on Language Education (R&I)
Education Tripos (Undergraduate) Core Paper in Language, Communication and Literacies (LCL)
PPD Certificate/Diploma Projects on English as an Additional Language (EAL)
Bespoke Professional Development Workshops for Community Language Teachers (CLT)
Visiting Scholar and Visiting Student Programmes
Logo designed by David Almeida with the assistance of Clare Yerbury