LLED 601 – Theoretical Frames for Language and Literacy Research

LLED 601 is designed to provide entering Ph.D. students in LLED with an introduction to theoretical frameworks within which current language and literacy education research is often conducted. The course will provide a background to and understanding of models and theories that are foundational to research in language and literacy education. Students will become familiar with the theories and concepts developed by some of the leading philosophers and researchers. The seminar will also serve as a context for pragmatic discussions related to the learning of the culture of the academy: building a theoretical framework for dissertation research; understanding the genres of academic writing and oral presentations; developing proposals for research funding; obtaining a BREB certification; networking with like-minded scholars, and so on.

Examples of topics covered in the course:
1. The socio-cultural perspectives
2. The dialogic perspective
3. The situated literacy perspective
4. Bourdieu’s forms of capital
5. Poststructuralist theory of language, discourse, and power
6. Language socialization
7. Identity, culture and discourse
8. Indigenous perspectives
9. Arts-based research
10. Language, literacy, and creativity
11. Critical applied linguistics
12. Critical literacy
13. New/multi-literacies and multimodality
14. SFL perspectives
15. New materialism
16. Obtaining BREB certificate

Examples of assignments
Article/book review: Review a book, or an article in a top research journal, on a topic related to your area(s) of interest.
Peer seminar: Lead a discussion of selected readings for one class.
Final paper: Write a paper that lays out the theoretical assumptions for a proposed study/topic.