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Language, Literacy and Culture
The Language, Literacy and Culture (LLC) community brings together faculty
and students with interests in the areas of first- and second-language
acquisition, English as a Second Language, bilingual and foreign language
education, reading, writing, children's literature, and multicultural education.
We strive to create a dynamic synergy among these areas in order to better
address the needs of all learners in a diverse society.
Historically, language, literacy, and culture have been viewed as separate
areas of scholarly study, and this has resulted in inadequate conceptualizations
and disjointed approaches to understanding learning. In fact, education
in general has suffered from an overreliance on psychological explanations
focusing on the individual that fail to take into account the cultural
and sociopolitical contexts in which learning actually occurs. Consequently,
individual or family characteristics are often cited as the major problems
when students fail to learn, with little attention given to broader social
and political realities. In the case of students who are perceived as having
subordinate social status due to their culture, race, gender, or social
class, the dilemma is exacerbated.
Instead of a sole focus on psychological explanations for student learning,
the Language, Literacy and Culture doctoral program of study draws upon
and contributes to theoretical perspectives which view culture as central
to the understanding of language and literacy and which examine language,
literacy, and culture as embedded in sociopolitical structures and processes.
We derive our perspectives from fields such as anthropology, sociology,
and critical studies in a variety of disciplines in order to reconceptualize
language, literacy, and cultural practices as social and political action.
Consequently, we define language and literacy as the negotiation of participation
in communities, the expression and development of social identities, and
the reproduction or transformation of ideologies and power relations in
schools, communities, and the broader society.
Defining language and literacy in this way provides common ground for
connecting native and non-native language education, literacy education,
children's literature, and multicultural education. It also provides the
foundation that enables us to construct language, literacy, and cultural
practices that value diversity, challenge and reject discrimination, and
support democratic and equitable participation in schools and communities.
Accordingly, the goals for students in our doctoral program of study are
to:
(1) become aware of the influence of language, literacy, and culture in
education through the study of:
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the historic, philosophic, and theoretical foundations
of multilingual/multicultural learning and teaching;
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a range of perspectives on cultural and linguistic diversity
and its role in education;
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ways educators can support the development of equitable
and democratic classrooms and communities;
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ways educators can support language growth in individuals
and the development of equitable and democratic language practices in
classrooms and communities;
(2) gain an in-depth understanding of one or more theoretical perspectives
on language and culture,
including:
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understanding sociocultural and sociopolitical theoretical
perspectives on language and how they are situated in relation to other
perspectives;
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sufficient familiarity with one or more sociocultural
perspectives on language to support close analysis of oral and/or written
texts;
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understanding of a range of perspectives (including sociopolitical
perspectives) on
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culture and the relationship of language and culture;
(3) gain familiarity with a range of approaches to research through the
study of:
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approaches to qualitative research, with some attention
to quantitative approaches;
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the relationship among research questions, theoretical
perspectives, and research methodology;
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historical shifts in paradigms;
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comparison and critique of assumptions, questions, goals,
methods, findings, power issues;
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ability to understand, critique, and explain to others
studies based on various perspectives;
(4) develop the skills to conduct creditable and publishable qualitative
research studies, including:
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identifying important research questions based on the
literature, one's own experiences, and the experiences of those affected
by the problem;
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negotiating access and relationships with participants;
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conducting literature reviews (including use of library
and technology);
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planning and implementing data collection and analysis;
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understanding ethical issues involved in research and
constructing one's ethical position;
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writing research proposals and final reports;
(5) develop facility in a range of genres of speaking and writing in the
field and to communicate
effectively to a broad range of audiences
concerning how conceptions of language and culture
inform the development, implementation,
and evaluation of curricular and pedagogical practices,
including:
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knowledge and critical examination of current academic
debates across paradigms in a particular literature relevant to the problem(s)
the student has chosen and knowledge of how to put forth and defend one's
position in these debates;
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ability to contribute to the advancement of knowledge
and the academic conversation in one's specialty;
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understanding of one's own professional language practices
(writing, presenting, teaching) as social, cultural, and political practices
with possibilities for transformative action;
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ability to write and make presentations in (and reinvent)
a variety of academic genres, including those appropriate for scholarly
publication and conferences;
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ability to critique and challenge existing practices
that exclude rather than support learners;
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use of theory to ground and critique one's own teaching,
advising, or mentoring;
(6) develop leadership in one's professional setting, whether in schools,
higher education, or other
educational contexts, including:
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participation and contribution to the LLC community and
to one's
professional organizations
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negotiation of sociopolitical contexts in which one provides
service;
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understanding of the varied cultures of colleges and
universities and expectations for faculty, as well as the cultures of
other professional arenas of interest;
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ability to position oneself favorably in the sociopolitical
life of one's profession;
(7) identify and use one's unique strengths and abilities to contribute
to equity in society and sustain
professional growth, including:
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identification of career goals and development of strategic
and ethical ways to meet goals;
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creation of spaces for one's intellectual development
within the context of other personal and professional responsibilities;
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identification of resources for meeting one's goals in
the university and local community, as well as the larger professional
community.
These common goals inform the courses offered by LLC faculty and provide
the foundation for planning coursework and other activities.
The faculty strives to provide a program of study that is intellectually
integrated, that affords both depth and breadth of preparation, and that
creates a sense of community as well as the opportunity to pursue specific
areas of interest. Students' programs of study are individually designed
by the student with the guidance and approval of a faculty committee selected
by the student. The process of planning the program of study takes into
account the student's academic background and relevant personal and professional
experience and is directed toward achieving the student's personal and
professional goals, while meeting high professional standards in the area
of Language, Literacy, and Culture and addressing the broad areas of competence
required by the School of Education. The faculty encourages students to
explore the rich scholarly resources of the School of Education, the University,
and the Five-College community. Students present a proposal to their Committee
detailing how their planned course of study will address the Language,
Literacy and Culture program of study goals, their individual goals, and
the School of Education's competencies. Proposals include courses they
have selected from Language, Literacy and Culture offerings and from other
Departments in the School of Education and across the campus, as well as
apprenticeships and other experiences. Typical programs of study preparing
students for their Comprehensive Examinations and Dissertation work may
include approximately 45 credits beyond a Master's degree, relevant research
and teaching apprenticeships, presentations at conferences, a year-long
study under the guidance of faculty, and submission of an article for publication.
The student's comprehensive examination and the dissertation are similarly
oriented toward the student's professional interests and goals and are
developed by the student with the guidance of the faculty committee.
Doctoral study involves more than formal courses, and LLC students are
encouraged to participate in a variety of activities to support their professional
development as scholars and educators. Scaffolded experiences in teacher
education and supervision are available through teaching assistantships.
There are also opportunities for LLC students to assist in ongoing staff
development projects in public schools and in community-based educational
projects. Similar experiences are available to support the development
of students' research skills through research assistantships and other
opportunities to work with faculty on research projects.
DESIRED DOCTORAL STUDENT CHARACTERISTICS
Experienced educators who have demonstrated excellence and commitment
in a professional field related to language, literacy, and multicultural
education are invited to apply for doctoral study. The goal is to construct
a diverse and collaborative community of scholars who are interested in
exploring new ways of understanding language, literacy, and culture in
the interest of developing more effective and equitable educational practices.
Thus, candidates are sought who, as a group, bring a broad range of academic,
professional, and cultural experiences to contribute to the program of
study. Criteria for admission include the following: quality and depth
of academic preparation with a Bachelor's and Master's degree in a related
field (e.g., education, linguistics, anthropology, English, and languages
other than English); quality and extent of teaching experience and leadership
in the profession; evidence of competence in intellectual work and in oral
and written expression; and evidence of commitment to equity in education
and experience in culturally and linguistically diverse settings.
ASSOCIATED FACULTY
Coordinator: Theresa Y. Austin (Associate
Professor)
Email:
Francis Bailey (Visiting Associate Professor), Doris
Correa (Lecturer), Meg Gebhard (Associate
Professor), Laura
Valdiviezo (Assistant Professor), Jerri Willett (Professor).
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