Language and literacy education
Department of Teaching & Learning
Ph.D. in Education: Emphasis in language and
literacy
Core content courses
T&L 550: Second language learning and literacy
This course will delve into research on second language teaching and learning as it is applied in literacy education and other educational contexts. The focus of the course will be on English language learners and literacy in U.S. public schools, but course readings will also touch on topics such as adult learners, English as a foreign language, world English and the learning of English not only in public schools but also universities and untutored environments. The assigned readings for this course are found in the required text, Handbook of Research in Second Language Teaching and Learning. This volume, edited by Eli Hinkel, features articles by key researchers in the field of second language study that overview current research in applied linguistics, English language teaching, second language acquisition, methods and curriculum for language instruction, assessment, and learner identity, to name only a few.
T&L 567: Social foundations of literacy
This course is one of five new required courses for students in the language and literacy program. In this course, doctoral students will consider the social, cultural, and political factors that influence literacy. The research and theoretical work linked to these areas provide an important addition to their complete and well-rounded grasp of what literacy and learning to become literate entails. This contributes to a well-rounded understanding of literacy that holders of a Ph.D. in Language and Literacy education should attain. In addition, the exploration of these topics offers fertile ground for identifying and framing further research of importance for the educational community.
T&L 568: Psychological foundations and assessment of literacy
T&L 568 is one of five required courses for students in the language and literacy education program. The course provides doctoral students with an historical grasp of the various theoretical orientations linked to the psychological components of literacy. Based on these understandings, students will link assessment to them and explore the relationships that exist between psychological premises and assessment options. This combined look at the psychological foundations and assessment of literacy will provide a strong theoretical base for understanding and conducting literacy research.
T&L 569: Critical analysis of children’s and young adult literature
In this course, doctoral students will examine children’s and young adult books as cultural products by critically and multiculturally analyzing these texts. Critical (signals the imbalance in social power, manifested in class, race and gender relations) multicultural (acknowledges the diversity in cultural experiences, shaped by historical, social, political, and economic factors) analysis will guide our work together.
T&L 570: Theory and research in electronic literacies
Upon completing the course, the student will be able to identify historical bases for our understandings of what literacy is and how these understandings have evolved. The student will be able to analyze the effects of technology on our understanding of literacy and public policy, particularly as these pertain to diverse learners. The student will demonstrate an understanding of the social, economic, cultural, and political impacts of technology on literacy practices.
More info
For detailed information on program requirements and application procedures, contact:
Office of Graduate Studies
gradstudies@wsu.edu
252 Cleveland Hall
(509) 335-7016 or
(509) 335-9195