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LANGUAGE, LITERACY AND CULTURE (LLC)
DOCTOR OF PHILOSOPHY (Ph.D.)
Overview
Studies in Language, Literacy, and Culture (LLC) center on promoting equity and honoring socio-cultural and linguistic diversity; transforming schools and other educational spaces; supporting teachers as learners across their careers; and fostering promising social futures for all youth. To accomplish these aims, we focus on the most fundamental human tool and resource, language. We consider the importance of the aesthetic as well the functional. Besides using language as a lens for understanding, we also consider other pivotal ways that humans learn, communicate, and create through a variety of symbolic systems: from visual images to digital media to dance. Especially in an increasingly digital world, we feel it is necessary to explore how these symbol systems often work in combination as we create and communicate. Through these lenses, we investigate such issues as equity across race, ethnicity, gender, and social class; youth culture; migration and immigration; globalization; and home, school, and community interactions. Interweaving theory and practice, we are interested in these issues as they impact learning and language development, teaching and teacher education, and school and public policy.
The theoretical stance of the LLC Ph.D. program is socio-cultural, in that we situate language and literacy within educational institutions. Our theoretical stance is also critical in that we emphasize the transformative functions of language and literacy, keeping in constant view their potential to effect social change and create more inclusive, democratic societies. The program helps students develop a thorough understanding of the theoretical and research literature underlying this stance and its implications for teaching and learning.
Our Ph.D. program promotes research in a range of contexts, in and out of school, nationally and internationally, and across the age range. Students will develop expertise in one or more of the following areas:
- literacy studies, (with specialties in reading, writing, multi-modality);
- teacher education, (with specialties in elementary language arts, secondary English education, bilingual and first and second language education); and
- educational linguistics, (with specialties in bilingualism and second language learning, acquisition of academic language, and language socialization).
As a basis for their research, students learn to use a variety of research methods that involve the analysis of language and other symbol systems; these methods are both qualitative and quantitative. The Ph.D. prepares students to serve in research, teaching, and curriculum development capacities.
Coursework
1. Graduate School of Education (GSE) Requirements (2 classes required)
Two GSE core courses are required of all doctoral students in the School of Education. Courses taken to fulfill GSE core course requirements must be taken for a letter grade. Consult Student Services for a list of GSE core courses. One of the two courses must be taken in either POME or CD.
2. LLC Course Requirements
LLC Foundations Courses (3 classes required)
a. EDUC 240A Language Study for Educators (Fall)
b. EDUC 240B Theoretical Issues in the Study of Literacy (meets one of the GSE core course requirements) (Fall)
c. EDUC 290 Advanced Theoretical Issues in the Study of Literacy (prerequisite 240B) (Spring)
It is recommended that all LLC foundation courses be taken in the student's first year. LLC courses numbered in a series A, B, C need not be taken sequentially.
Research Methods (3 classes required; part of School requirements as well)
a. Qualitative Methods
EDUC 250A Qualitative Research in Language and Literacy Education (Fall)
Education 290B Advanced Qualitative Methods (Spring)
(It is recommended that the Qualitative Methods sequence be taken in the second year of study.)
b. Quantitative Methods
EDUC 293A & 293L Data Analysis in Educational Research I
Students often find it helpful to take additional courses in research methodology-either quantitative or qualitative-depending upon student's area of interest. Students should decide on additional courses in consultation with their advisors. A list of courses that LLC students have found helpful is available in the LLC office.
Areas of Specialization
The Ph.D. has no set unit requirement. Students develop, with their faculty counselor's assistance and approval, a coherent program of course work that will help them gain expertise in one or more areas of specialization. The traditional areas of specialization, as noted earlier, include: (a) literacy studies, (with specialties in reading, writing, multi-modality); (b) teacher education, (with specialties in elementary language arts, secondary English education, bilingual and first and second language education); (c) educational linguistics, (with specialties in bilingualism and second language learning, acquisition of academic language, and language socialization). Students are encouraged to construct programs that cut across at least two of these major areas.
The GSE requires at least 2 courses outside of the Education department; however, given the interdisciplinary nature of the LLC program, students often take more. These courses may be either upper division undergraduate or graduate level courses. Besides their academic worth, these courses serve the function of introducing students to faculty members outside the Education department who might serve on their oral prequalifying review committee and on their dissertation committee, both of which require that one member be outside the Education department. Students should decide on additional courses in consultation with their advisors. A list of outside courses that LLC students have found helpful is available in the LLC office.
Ph. D. Milestones
First Year Review and Draft Outline of Program (YEAR 1)
At the end of the first year of study, each student's academic progress is evaluated by the ELLC faculty. Students must pass this first-year review in order to continue in the Ph.D. program. Students are asked to submit two papers written for their courses for faculty review. In addition, at the end of the first year of study, the student and the faculty counselor together create a rough draft of the "Outline of Program" on which the student lists coursework and identifies three sub areas within their broader areas of specialization.
Outline of Program and Completion of First Position Paper (YEAR 2)
During the second year of study, the student and the faculty counselor together make final decisions about the "Outline of Program" on which the student lists coursework and identifies three sub areas within their broader areas of specialization. Students file the completed outline of program with Student Services.
Students also are expected to complete their first prequalifying paper and file the signed form with Student Services. In addition, students should give copies of the program of study and the sign off sheet for the Position Paper to the LLC office.
Beginning with the class entering in Fall, 2006, three prequalifying papers are required. Two papers must include a comprehensive review of the literature in which the student discusses the major issues and analyzes the research bearing on these issues. These prequalifying position papers should cover two of the areas of specialization identified on the student's "Outline of Program." The third paper is an empirical study, which can act as a pilot study for the student's dissertation.
The papers students write in their courses often give them the opportunity to review the literature on a topic that in turn can be expanded into their prequalifying papers. Often students conduct and write up the results of empirical studies in courses as well. Each of the three prequalifying papers must be read and signed off by the student's faculty counselor and a second faculty reader. One paper must have an LLC faculty member as the second reader. The second reader for one of the papers can be any faculty member in GSE or outside of GSE. The LLC office has forms for signing off on each of the prequalifying papers.
Completion of Coursework, Second and Third Position Papers, Dissertation Prospectus, and Initial Preparation for Oral Prequalifying Review (YEAR 3)
Before taking the Oral Prequalifying Examination in YEAR 4, students must complete the coursework on their outline of program, have three prequalifying papers signed by two readers each, and complete a dissertation prospectus. We expect that the second prequalifying paper to be completed during the Fall semester and the third in the Spring semester. See the notes under YEAR 2 above for information about prequalifying papers and filing completed sign off sheets.
In addition, during the Spring semester, students should complete the reading lists for the Oral Prequalifying Review, secure committee members, and write the dissertation prospectus.
The examining committee - which must be approved by the student's faculty counselor, GSE head graduate adviser, and Graduate Division - consists of four Academic Senate faculty members - three from the School of Education (one of whom is the candidate's faculty counselor) and one from a department outside of GSE. The student's dissertation chair, who is in most cases the student's faculty counselor, cannot chair the Oral Prequalifying Examination. With the help of the faculty counselor, the student constructs a reading list for the examination. The student should consult with the other members of the committee about the reading list. This list forms the basis for the Oral Prequalifying Examination, which typically lasts three hours. Some portion of the examination may be devoted to a discussion of the student's prospectus that has been presented to the committee members before the exam.
The dissertation prospectus consists of a description of the proposed dissertation research. It should include a statement of the problem and why it is worth studying, a short review of the relevant literature, the research questions or hypothesis, the methodology to be employed, a description of the setting and the subjects to be studied, and some speculation about the expected findings.
Oral Prequalifying Examination (the Orals) and Advancement to Candidacy, Dissertation Proposal Review Meeting (YEAR 4)
The Oral Prequalifying Examination consists of an oral examination on the three sub areas of specialization on the student's Outline of Program and an optional discussion of the dissertation prospectus.
After passing the Qualifying Examination, students apply for Advancement to Candidacy. At this time the dissertation committee is established. The dissertation committee is composed of three Senate faculty members - two from Education and one from a department other than Education. The committee is usually chaired by the student's faculty counselor.
Students who take the Oral Prequalifying Examination and advance to candidacy during their seventh semester in the program (typically Fall semester of Year 4) will be eligible for a two-semester Dean's Normative Time Fellowship.
Students who take the Oral Prequalifying Examination and advance to candidacy during their eighth Semester in the program (typically Spring semester of Year 4) will be eligible for a one semester Dean's Normative Time Fellowship.
Proposal Review Meeting
Following advancement to candidacy, the dissertation proposal is developed based on the prospectus, in consultation with the three members of the doctoral candidate's dissertation committee. The proposal should include a statement of the problem and why it is worth studying, a review of the relevant literature, the research questions or hypothesis, the methodology to be employed, a description of the setting and the subjects to be studied, and some speculation about the expected findings. It should also include a one page abstract. The members of the committee have a meeting with the student to provide suggestions for improving the study and to give formal approval for the student to proceed with the research for the dissertation. If human subjects are being used, a protocol for their protection must be approved by the appropriate campus committee.
Dissertation (YEAR 5)
The student carries out dissertation research in consultation with the dissertation committee. All members must approve the completed dissertation.
Additional information about the above milestones as well as other important information is contained in the Handbook for Advanced Degree Students. Forms for certifying the achievement of the milestones are contained in the Handbook, in the Student Services Office, and on the GSE website.
For further information about the PhD program, contact the program assistant, llscinfo@lists.berkeley.edu
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