Graduate degree program: Ph.D. in Language & Literacy, Arizona St ate University

[Scott McGinnis]

Applications are invited for fall 2001 for the Ph.D. in Language and
Literacy, part of ASU's Interdisciplinary Ph.D. in Curriculum and
Instruction, College of Education. A limited number of funding packages
are
available.  For details and information on how to obtain an application,
see http://is.asu.edu/coe/langlit/index.html (or call 480/965-4602).

The Interdisciplinary Language and Literacy Ph.D. Program in the
Division
of Curriculum and Instruction at Arizona State University provides
opportunities for research and study in one or more of the following:
Educational linguistics, bilingualism, second language learning,
language
diversity, language and literacy education, children's literature,
classroom discourse analysis, gender and literacy, emergent literacy,
adolescent literacy, biliteracy, language policy, and other language
education topics.

PROGRAM GOALS

The Language and Literacy Ph.D. Program is designed to produce
researchers
and teacher educators. The goals of the program are to

· prepare students to critically analyze and conduct research in their
area
of specialization; and

· prepare students to carry out research, teaching, and service
activities
associated with faculty positions at institutions of higher education
and
other professional positions.

Some students opt to specialize in research, others pursue careers in
teaching or administration, but all are prepared to make individual
career
decisions based on examined theory in language and literacy and a
critical
view of research.

THE CURRICULUM

Our doctoral curriculum typically requires at least three years of
graduate
study.  Students are required to spend one year as fulltime students on
campus at Arizona State University.  However, all students are
encouraged
to integrate into the scholarly community on campus as much as possible,
and to spend a good amount of time interacting with faculty and other
students in the program.

The curriculum provides students with a core set of courses, seminars,
internships, and research experiences.  Each student's program of study
builds upon core requirements and is uniquely designed around individual
interests, in consultation with the student's advisor.

An important feature of the program in Language and Literacy is that
students are encouraged to draw on the scholarly resources of the entire
university and develop a cross-disciplinary program of study that
includes
courses from outside the College of Education.

REQUIREMENTS

The following six domains comprise the Interdisciplinary Language and
Literacy Ph.D. Program:

Area of Concentration

30 semester hours pertaining to language and literacy education,
children's
literature, gender and literacy, emergent literacy, adolescent
literature,
classroom discourse analysis, educational linguistics, bilingualism and
bilingual education, second language learning, language policy,
biliteracy,
or other language education topics.

Cognate Study

12 semester hours are taken to broaden the student's understanding of
the
conceptual base and issues underlying the study of curriculum and
instruction. Students take related work outside their declared areas of
concentration. Students are expected to choose courses that have a clear
link to their dissertation efforts. Cognate studies can be drawn from a
broad range of offerings across the University.
	
  Inquiry and Analysis

15 semester hours of empirical analysis and inquiry foundations are
required in advanced design and data analysis in quantitative and/or
qualitative research methods.

  Core Requirements in Curriculum and Instruction

6 semester hours of courses (Interdisciplinary Research Seminar in
Curriculum and Instruction and Curriculum Theory and Practice) are
required
as the Curriculum and Instruction core.

Practicum and Integrative/Professional Development Seminars

6 semester hours of research and University teaching internships are
required to broaden the training and experience of students.

Dissertation and Independent Research

24 semester units of dissertation and independent research leading to
completion of an approved dissertation are required.

Doctoral students are also encouraged to participate in the Preparing
Future Faculty Program offered by ASU's Graduate College. This program
consists of two semester hours in which students learn faculty roles and
responsibilities and participate in an ongoing series of integrative and
collaborative seminars coordinated with the Graduate College. Students
have
the opportunity to develop and participate in interdisciplinary
teaching,
research, and service activities.


MENTORS

Dr. Beatriz Arias (Ph.D., Stanford University): Language policy,
bilingual
teacher preparation, secondary bilingual education.  bea at asu.edu

Dr. James Christie (Ph.D., Claremont Graduate School): Emergent
literacy.  jchristie at asu.edu

Dr. Carol Christine (Ph.D., Arizona State University): Language and
literacy education, children's literature.  caroljc at asu.edu

Dr. Carole Edelsky (Ph.D., University of New Mexico): Language education
and classroom discourse, language and gender.  edelsky at asu.edu

Dr. Billie Enz (Ph.D., Arizona State University): Emergent literacy,
language acquisition.  bjenz at asu.edu

Dr. Christian Faltis (Ph.D., Stanford University): Bilingualism, second
language acquisition, secondary bilingual education.  cfaltis at asu.edu

Dr. Gustavo Fischman (Ph.D., University of California, Los Angeles):
Cultural studies, international and comparative education.
fischman at asu.edu

Dr. Barbara Guzzetti (Ph.D., University of Colorado): Gender and
literacy,
adolescent literacy.  guzzetti at asu.edu

Dr. Sarah Hudelson (Ph.D., University of Texas, Austin): Biliteracy,
second
language acquisition.  sarahh at asu.edu

Dr. Jeff MacSwan (Ph.D., University of California, Los Angeles):
Bilingualism, code switching, educational linguistics, language
assessment
policy for linguistic minorities.  macswan at asu.edu

Dr. Jeff McQuillan (Ph.D., University of Southern California): Language
and
literacy education, second language learning.  jeff.mcquillan at asu.edu

Dr. Alleen P. Nilson (Ph.D., University of Iowa): Adolescent literature,
language issues.  alleen.nilsen at asu.edu

Dr. Kellie Rolstad (Ph.D., University of California, Los Angeles): Dual
language education, language diversity, educational linguistics,
elementary
language arts.  rolstad at asu.edu

Dr. Karen Smith (Ph.D., Arizona State University): Language and literacy
education, language policy.  karen.smith2 at asu.edu

Dr. Lucy Tse (Ph.D., University of Southern California): Second language
learning, bilingualism, and biliteracy.  lucy.tse at asu.edu

Dr. Josephine Peyton Young (Ph.D., University of Georgia): Adolescent
literacy, critical literacy, and gender and literacy.  joyoung at asu.edu

Dr. Terrence G. Wiley (Ph.D., University of Southern California):
Language
policy, second language acquisition, bilingualism, literacy, language
diversity.  twiley at asu.edu