[Lgpolicy-list] [lg policy] Fwd: New PhD program at the University of Maryland - Language, Literacy, and Social Inquiry, with areas of focus on Applied Linguistics and Literacy Education

Harold Schiffman haroldfs at gmail.com
Tue Oct 28 14:19:40 UTC 2014


Forwarded From: <lpren at caltalk.cal.org>
Date: Mon, Oct 27, 2014 at 4:22 PM


 New PhD program at the University of Maryland - Language, Literacy, and
Social Inquiry, with areas of focus on Applied Linguistics and Literacy
Education





CAL Language Policy Research Network
******************************

 *Language, Literacy, and Social Inquiry *



The *PhD* specialization in *Language, Literacy, and Social Inquiry* (LLSI)
in the Department of Teaching and Learning, Policy and Leadership (TLPL) at
the University of Maryland provides students with a broad conceptual
understanding of language and literacy research, and offers a choice
between two *areas of focus* within the program, Applied Linguistics and
Literacy Education.



Faculty research interests in the Applied Linguistics area of focus include
classroom discourse, conversational analysis, dual language learner
education, language and literacy teacher development, language assessment
policy, language contact and multilingualism, language diversity, language
in school contexts, language planning and policy, multilingualism, peer
interaction, second language teaching, sociocultural approaches to second
language acquisition, teacher collaboration, and translanguaging.



Faculty research interests in the Literacy Education area of focus include
culturally responsive approaches to elementary reading instruction,
emergent literacy, family literacy, preparing teachers for diversity,
learning with text, literacy teaching and learning, new literacies, reading
assessment, reading comprehension strategies, stasis theory, and vocabulary
for literacy learning.



The doctoral program is primarily focused on the study of language and
literacy learning in pre-kindergarten through high school settings in the
US.



*THE SETTING*



The University of Maryland is the state's flagship university and one of
the nation's preeminent public research universities. A global leader in
research, entrepreneurship and innovation, the university is home to more
than 37,000 students, 9,000 faculty and staff, and 250 academic programs.
Its faculty includes three Nobel laureates, two Pulitzer Prize winners, and
49 members of the national academies.  It is a member of the Association of
American Universities and competes athletically as a member of the Big Ten
Conference. The College of Education at the University of Maryland is
ranked 26th by *US News*, with department specialty programs ranked at 14th
(Curriculum and Instruction), 16th (Elementary Education), and 17th
(Educational Policy).  TLPL’s Division of Language, Literacy, and Social
Inquiry is home to two centers – the Multilingual Research Center and the
Reading Center – which seek to create an infrastructure for practice and
research in the broader community.



UMD is the nation’s premiere institution for language-related research.  It
is home to over 200 language scientists in 17 different departments and
centers. The campus-wide Maryland Language Science Center
<https://languagescience.umd.edu/> coordinates and creates opportunities
for collaborations across disciplines and perspectives, and sponsors a wide
range of talks, mini-conferences, and workshops.  Students in the LLSI
program are encouraged to take full advantage of program flexibility to
draw on the wide range of the university’s intellectual resources in this
domain.



*THE CURRICULUM*



The doctoral curriculum typically requires at least three years of graduate
study beyond the master’s degree. Students are expected to integrate into
the campus scholarly community, and to be available on a full-time basis.
The department provides funding for all PhD students admitted into the
program.



*Integrated Department Core*



LLSI students join a two course sequence (6 semester hours) in foundations
of inquiry and practice with other department specialization students from
Education Policy and Leadership, Mathematics and Science Education,
Minority and Urban Education, Teacher Education and Professional
Development, and Technology, Learning and Leadership.



*Specialization Core*



LLSI students take a two course sequence (6 semester hours) as the
specialization core in applied linguistics and literacy education.  An
additional 24 semester hours (typically eight courses) is selected in
consultation with the advisor. These courses generally take the form of
doctoral seminars taught by program faculty, and may include doctoral level
courses from other departments.



*Intermediate and Advanced Methods*



Students are required to take at least 12 credit hours of research methods
courses, including one qualitative and one quantitative methods course.
Students may take research methods courses in TLPL, Human Development and
Quantitative Methods (HDQM), or other academic departments.



*Doctoral Seminars *



Doctoral students in LLSI enroll in a weekly 1-credit seminar with other
students in their area of focus to explore opportunities for collaborations
with faculty and other students, develop their knowledge of the field and
the academic profession, and apprentice into the broader research
community.  This course is graded pass/fail, and may not be used toward the
PhD.



*Dissertation *



All students complete a minimum of 12 credits of dissertation research per
University policy.

*APPLICATION DEADLINES AND FINANCIAL SUPPORT *



The priority deadline is *December 1*.  The department funds all admitted
doctoral students with Graduate Assistantships, and is sometimes able to
provide additional financial resources in the form of Graduate School
fellowships to enhance student recruitment packages. Although it is not
required, students are encouraged to visit the campus and program faculty
before applying, if possible.



*MORE INFORMATION*



The program description is available online here
<http://www.education.umd.edu/TLPL/Div2/PhDLLSI.html>.  For more
information about the application process, see how to apply
<http://www.education.umd.edu/TLPL/admissions/overview2.html>, contact Joy
Jones at jonesj at umd.edu or (301) 405-3118 with any questions.  For
information about the program details, contact a faculty member from the
list below.



*FACULTY *



*Peter Afflerbach* (PhD, The University at Albany, State University of New
York):  Reading comprehension strategies and processes, especially related
to new literacies; the verbal reporting methodology; reading in Internet
and hypertext environments; and, reading assessment. *afflo at umd.edu
<afflo at umd.edu>*



*Jean Dreher* (PhD, University of California, Riverside):  Reading
comprehension, learning with text, and the effects of integrating
information texts into literacy instruction on children s comprehension,
vocabulary, and motivation. *mjdreher at umd.edu <mjdreher at umd.edu>*



*Jeff MacSwan* (PhD, UCLA):  Bilingualism, codeswitching, applied
linguistics, the role of language in schooling, language assessment
policy. *macswan at umd.edu
<macswan at umd.edu>*



*Melinda Martin-Beltran* (PhD, Stanford):  Sociocultural approaches to
second language acquisition focusing on dual language learners (ESOL
students), peer interaction, language exchange, and teacher learning to
build upon students' linguistic and cultural diversity. *memb at umd.edu
<memb at umd.edu>*



*Joseph McCaleb* (PhD, University of Texas, Austin):  Digital Media and
Learning; Teaching Narrative; Composition; Assessment of Speaking and
Listening; Storytelling in oral, written, and media & quantum. *jlm at umd.edu
<jlm at umd.edu>*



*John O'Flahavan* (PhD, University of Illinois, Urbana- Champaign):  PK-12
literacy teaching and learning, the discourses involved in teaching and
learning in schools, comprehensive school-wide literacy programs, and
sustainable school improvement. *johno at umd.edu <johno at umd.edu>*



*Megan Madigan Peercy* (PhD, University of Utah):  Preparation and
development of teachers throughout their careers, as they work with
language learners. Theory-practice relationship in second language teacher
education, teacher collaborative relationships and learning, teachers'
academic language and literacy practices with language learners.
*mpeercy at umd.edu
<mpeercy at umd.edu>*



*Kellie Rolstad* (PhD, UCLA):  Language of schooling, language diversity,
second language teaching, unschooling, and democratic education.
*rolstad at umd.edu
<rolstad at umd.edu>*



*Olivia Saracho* (PhD, University of Illinois, Urbana-Champaign):  Emergent
literacy, family literacy, cognitive style, and play. *ons at umd.edu
<ons at umd.edu>*



*Wayne Slater* (PhD, University of Minnesota):  Persuasion in reading
comprehension and written communication with a focus on biased assimilation
and stasis theory. * wslater at umd.edu <wslater at umd.edu>*



*Jennifer Turner* (PhD, Michigan State University):  Culturally responsive
approaches to elementary reading instruction; vision  as a conceptual and
practical tool for preparing reading teachers for diversity; literacy as an
indicator of college and career readiness; and diverse students’ multimodal
representations of future professional identities and workplace
literacies.  *jdturner at umd.edu <jdturner at umd.edu>*



*PARTICIPATING CLINICAL FACULTY *



*Ayanna Baccus *(PhD, University of Maryland):  Reading and literacy
instruction. *baccusa at umd.edu <baccusa at umd.edu>*



*Perla Blejer* (EdD, George Washington University):  Second language
acquisition, foreign language education methodology, language program
administration in higher education, and issues of equal opportunity for
at-risk students and disadvantaged populations *pblejer at umd.edu
<pblejer at umd.edu>*



*Drew Fagan* (EdD, Teachers College, Columbia University):  Influence of
teacher talk on language learning opportunities in classroom discourse;
conversation analysis (CA) and second/foreign language classroom
interactions; factors affecting teachers; preparing mainstream teachers for
working with English language learners. *dfagan at umd.edu <dfagan at umd.edu>*



*Daisy Fredricks* (PhD, Arizona State University):  English Language
Learner education, pre-service teacher education, language planning and
policy, qualitative research methods. *dfredric at umd.edu <dfredric at umd.edu>*



*Melissa Landa *(PhD, University of Maryland):  Teaching language arts to
English Language Learners; Case Based Pedagogy; writing instruction in
elementary school; the representation and development of human identity
through schooling, literature, and film. *mlanda at umd.edu <mlanda at umd.edu>*



*Kathleen Travers* (PhD, University of Wisconsin-Madison): English
Education, teacher education and partnerships and university
supervision. *ktravers at umd.edu
<ktravers at umd.edu>*



*Peggy Wilson* (PhD, University of Maryland):  Secondary literacy, writing,
and grammar.  *pwilson at umd.edu <pwilson at umd.edu>*



*AFFILIATE FACULTY *



*Donna Christian *(PhD, Georgetown University):  Dual language education,
bilingual education, dialects and education, heritage language education,
language and public policy, second/foreign language learning,
sociolinguistics.  Donna Christian is a Senior Research Fellow and past
President/CEO of the Center for Applied Linguistics.  *dchristian at cal.org
<dchristian at cal.org>*



*Manel Lacorte* (PhD, University of Edinburgh):  Applied linguistics,
second language (L2) and heritage language (HL) pedagogy, L2 and HL teacher
education, L2 and HL classroom interaction and context(s), sociopolitical
issues in L2 and HL teaching and learning. *mlacorte at umd.edu
<mlacorte at umd.edu>*



*Roberta Lavine* (PhD, Catholic University of America):  Learner variables
in language learning, especially learning disabilities, Language for
Specific Purposes, and technology. *rlavine at umd.edu <rlavine at umd.edu>*



*Rebecca Silverman* (EdD, Harvard Graduate School of Education):  Language
and literacy; differentiated instruction; English language learners.
*rdsilver at umd.edu
<rdsilver at umd.edu>*



*Terrence G. Wiley* (PhD, University of Southern California): language
policy and planning; English as second/foreign/world language; bilingual
education; comparative and international education; immigrant and
heritage-community language education; societal multilingualism, including
language demography and linguistic landscape analysis; and the history of
language policies. Terrence G. Wiley is President/CEO of the Center for
Applied Linguistics.  *twiley at cal.org <twiley at cal.org>*



*Minglang Zhou* (PhD, Michigan State University): Chinese as a
second/global language, bilingualism and bilingual education, language
identity, language contact, and the relationship between language,
ethnicity, and nation-state in China. *mlzhou at umd.edu <mlzhou at umd.edu>*



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-- 
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 Harold F. Schiffman

Professor Emeritus of
 Dravidian Linguistics and Culture
Dept. of South Asia Studies
University of Pennsylvania
Philadelphia, PA 19104-6305

Phone:  (215) 898-7475
Fax:  (215) 573-2138

Email:  haroldfs at gmail.com
http://ccat.sas.upenn.edu/~haroldfs/

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