Second languages and cultures - Ph.D.
Second languages and cultures (SLC)
education is nationally and internationally known for its programs
which focus on English as a second language (ESL) for K-12,
postsecondary, and adult classrooms; bilingual and immersion
education; and traditional foreign language education in both
K-12 and postsecondary settings. Our perspective on language
learning and teaching is markedly pedagogical and informed by an
awareness of the role social context plays in the process of
language learning and teaching. The Ph.D. program in SLC is
designed to prepare scholars to engage in thoughtful research in
the field of second/foreign language education in order to
assume roles as university faculty members, researchers, policy
makers, and educational leaders and to make significant and
meaningful contributions to the field. Independent scholarship
is the cornerstone of our Ph.D. program. Students pursue a
course of study that is designed in collaboration with the
faculty adviser to correspond to the interests and background of
each student and to provide the rich research foundation and
preparation expected of leading scholars.
Martha Bigelow
I am a former ESL and Spanish teacher whose research interests
focus on adolescent immigrant youth — their English language
learning processes and schooling experiences.
Susan Ranney
My teaching and research interests include questions regarding
what second language learners require in order to become
competent speakers of the target language and how teachers can
promote language learning through contextualized and engaging
classroom practices.
Diane Tedick
My primary research interest focuses on the pedagogy required
for the successful integration of language and content
instruction, particularly in language immersion contexts, where
a world or indigenous language (e.g., French, Spanish, Yup'ik) is used as the vehicle for teaching
academic subject matter.
Constance Walker
I have a longstanding interest in the schooling experiences of second language learners. My research interests include the identification of collaborative practices among school personnel that can best enhance students’ language development and academic content learning.
Course requirements
Required coursework for the Ph.D. in education,
curriculum and instruction.
Track: second languages and culturesMajor requirements: A minimum of 24
credits as specified below.
- Curriculum and instruction core
courses
- CI 8131—Critical Examination of Curriculum in
Context (3 cr)
- CI 8132—Teaching Theory and Research (3 cr)
- CI 8133—Research Methods in Curriculum and
Instruction (3 cr)
- Track-specific requirements (consult
adviser for additional requirements)
- CI 8161—Research I: Design & Planning (3 cr)
- CI 8162—Research II: Analysis & Manuscript
Preparation (3 cr)
Research methodology: minimum of 12
credits as specified below.
- Required courses in quantitative
methodology (minimum of 6 credits)
- EPSY 5261 & 5262 or EPSY 8261 & 8262 (consult
adviser)
- Required courses in qualitative
methodology (minimum of 6 credits)
Educational foundations: minimum of
6 credits.
- In consultation with adviser(s), students choose courses
in at least two of five areas: cultural, historical,
philosophical, psychological, or sociological foundations.
- List of educational foundations courses
Minor or supporting program:
minimum of 12 credits.
- All coursework in the minor or supporting program is to be
selected with consultation by the adviser(s).
Pre-thesis and thesis credits: A
minimum of 24 semester thesis credits.
Total: A minimum of 78 semester credits. See also: Ph.D. student
resources.
 Laurent Cammarata, Ph.D.
Assistant professor
College of Education
Department of Language and Literacy Education
The University of Georgia
My experience in the SLC program has well exceeded my
original expectations and has stimulated my intellectual growth
in ways that such a short description would not allow me to
truly do justice to. Suffice it to say that I am incredibly
grateful for the relentless dedication of its faculty members
whose support and visions have constantly inspired me to excel
and reach beyond my original expectations. At this point of my
student life, I can honestly say that being enrolled in this
program has been a transformative experience that has given me
the strength and confidence to move forward and make my
educational dreams a reality.
 Blair Bateman, Ph.D.
Assistant
professor
Department of Spanish and Portuguese
Brigham Young University, Provo, UT
The SLC doctoral program was a perfect fit for me. I enjoyed having the
flexibility to choose coursework that fit my own interests and needs, including
classes on literacy, curriculum design, and interpretive research methods. I
also enjoyed the diversity of the other students, who included both ESL and
foreign language teachers from all levels. I think the program provides a solid
foundation for anyone who plans on pursuing a career in teaching languages and
cultures.
 Tara Fortune, Ph.D.
Immersion
projects coordinator
Center for Advanced Research on Language Acquisition
University of Minnesota
As an individual with a longstanding passion for language and culture
learning, pursuing graduate studies in the SLC program was life-changing. The
professionalism and mentoring of faculty, flexible albeit rigorous course
program, and sustained financial support through teaching and research
assistantships, fellowships, scholarship opportunities all contributed to making
the Ph.D. experience very rewarding. My education also opened the door to the
exciting professional career in the field that I now enjoy.
Sample doctoral theses
Cammarata, L. (2006). Understanding and
implementing content-based instruction: An exploration of
foreign language teachers’ lived experience. Unpublished
doctoral thesis. University of Minnesota, Minneapolis.
Ishihara, N. (2006). Pragmatics in
second/foreign language education: Subjectivity and pragmatics
instruction. Unpublished doctoral thesis. University of
Minnesota, Minneapolis.
Johnson, K. (2006) The language of
attitudes: Technical college faculty and talk about diversity.
Unpublished doctoral thesis. University of Minnesota,
Minneapolis.
Dahlman, A.P. (2005). Exploration of second
language preservice teachers' cognition and learning.
Unpublished doctoral thesis. University of Minnesota,
Minneapolis.
Jorgensen, K.A. (2005). Building bridges: A
bilingual child's journey to independent biliteracy. Unpublished
doctoral thesis. University of Minnesota, Minneapolis.
Sim, E. (2005). Explicit writing instruction
in higher educational contexts: Genre analysis of research
article introductions from the English Teaching and TESOL
Quarterly journals. Unpublished doctoral thesis. University of
Minnesota, Minneapolis.
Spenader, A.J. (2005). Cross-cultural
adaptation and language acquisition in high school study abroad.
Unpublished doctoral thesis. University of Minnesota,
Minneapolis.
Anderson, M.E. (2004). Intended and
unintended consequences of statewide testing for ESL curriculum
and instruction. Unpublished doctoral thesis. University of
Minnesota, Minneapolis.
Klein, F.M. (2004). Culture in the foreign
language classroom: Teachers' beliefs, opportunities, and
practice. Unpublished doctoral thesis. University of Minnesota,
Minneapolis, MN.
Landelle, A.J.E. (2004). Motivations,
language learning beliefs, and experiences of Hmong and
Spanish-speaking students in the foreign language classroom.
Unpublished doctoral thesis. University of Minnesota,
Minneapolis.
January 2006
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