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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);
- educational linguistics, (with specialties in bilingualism and second language learning, acquisition of academic language, and language socialization); and
- issues of urban education.
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
LLC Core Courses-3 courses required Course No. Course Title Units EDUC 240A Language Study for Educators 3 EDUC 240B Theoretical Issues in the Study of Literacy (I) 3 EDUC 290B Theoretical Issues in the Study of Literacy (II) 3 It is recommended that LLC core courses be taken in the first year of study. Also, students often take additional LLC special topics courses that are taught on a regular basis by LLC faculty under the EDUC 290B course number.
Qualitative Methods-2 courses required Course No. Course Title Units EDUC 241B Language Socialization 3 EDUC 250A Qualitative Research in Language and Literacy 3 EDUC 250C Discourse Analysis 3 EDUC 252B Ethnography of Reading 3 All GSE doctoral students must complete one course in qualitative methods. In addition, students in LLC are required to take a second qualitative methods course. It is recommended that the qualitative methods courses be taken in the second year of study.
Quantitative Methods-1 course required (school-wide requirement) Course No. Course Title Units EDUC 293A & 293L Data Analysis in Education Research 5 It is recommended that the quantitative methods course is taken in the second year of study. 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 faculty counselors.
GSE Core Courses-2 courses required one course "inside" the area (LLSC) one course "outside" the area (CD or POME) Doctoral students are expected to take two core courses in the Graduate School of Education, a course from "inside" the student's area and one from "outside" the student's area. Courses must be taken for a letter grade. The selection of both courses will be determined by the student in consultation with her/his faculty counselor.
Courses outside the GSE-2 courses required Two courses outside the GSE-combined unit value of at least six semester units. Doctoral students are expected to complete at least two courses outside the School of Education. These courses may be either graduate level or upper division undergraduate courses.
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); (d) issues of urban education. Students are encouraged to construct programs that cut across at least two of these major areas.
The GSE requires at least two courses outside of the Education department; however, given the interdisciplinary nature of the program, LLC students often take more. Besides their academic worth, these courses serve the function of introducing students to faculty members outside the Education department who might serve on their qualifying examination 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.
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 LLC faculty. Students are asked to submit one paper 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. Students must pass this first year review in order to continue in the Ph.D. program.
Second Year Review, Outline of Program, and Completion of First Position Paper (YEAR 2)
At the end of the second year of study, each student's academic progress is evaluated by the LLC faculty. Students are asked to submit one paper writtten for their courses for faculty review. In addition, at the end of the second year of study the student and the faculty counselor meet to 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 position 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.
Three position 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 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 three position papers may be completed in any order.
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 position papers. Often students conduct and write up the results of empirical studies in courses as well. Each of the three position papers must be read and signed off by the two readers. Note: while two faculty members read each paper, there must be a total of at least three faculty members among all the position papers (i.e. the same two faculty members cannot read every one of your position papers). At least one of the two readers must be a Graduate School of Education faculty member of the UC Berkeley Academic Senate. If the second reader is not a School of Education faculty memebr, the Head Graduate Adviser must first give approval. Check with the Graduate Assistant for more information. The LLC office has forms for signing off on each of the position papers.
Completion of Coursework, Second and Third Position Papers, Dissertation Prospectus, and Initial Preparation for Qualifying Examination (YEAR 3)
Before taking the Qualifying Examination in YEAR 4, students must complete the coursework on their Outline of Program, have three position papers signed by two readers each, and complete a dissertation prospectus. The second position paper should be completed during the Fall semester and the third in the Spring semester. See the notes under YEAR 2 above for information about position papers and filing completed sign off sheets.
In addition, during the Spring semester, students should complete the reading lists for the Qualifying Examination, 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 Qualifying 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 Qualifying 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.
Qualifying Examination (the Orals) and Advancement to Candidacy, Dissertation Proposal Review Meeting (YEAR 4)
The Qualifying 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 Qualifying 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 Qualifying 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. Please note that the one semester of the Dean's Normative Time Fellowship option is being eliminated starting with students entering Fall 2009.
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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