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Teaching and Learning (Specialization in Language and Literacy Learning in Multilingual Settings) - Ph.D. 
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Graduate Studies
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TAL - Language and Literacy Learning in Multilingual Settings


Teaching and Learning (Specialization in Language and Literacy Learning in Multilingual Settings) - Ph.D.

Program Information

The Department of Teaching and Learning offers curricula leading to the Doctor of Philosophy (Ph.D.) degree in Language and Literacy Learning in Multilingual Settings (LLLMS). The program is designed for students with a strong interest in research and its application to understanding language and literacy-related phenomena that intersect with issues of diversity in education. LLLMS program faculty conduct research on a variety of topics including reading and writing development among bilingual and monolingual learners, language and literacy development of speakers of African American Vernacular English and English-lexified creoles, the impact of technology on literacy and communication, and teacher preparation and professional development.

The Ph.D. with a focus on Language and Literacy Learning requires 60 semester hours of study beyond the undergraduate degree. With approval of the Program of Study Committee, a student may transfer a maximum of 24 masters level semester hours to a Program of Study. Coursework is divided among six strands: 1) Core Language and Literacy Courses; 2) Interdisciplinary Topical Seminars on Language, Literacy, and Learning in Multilingual Settings; and 3) Diversity; 4) General Requirements; 5) Research Competencies; and 6) Dissertation Study.

Strand 1: Core Language and Literacy Courses (15 credits)

Other disciplines are also concerned with language, literacy, and learning in multi-lingual contexts. Therefore, Core Seminars are open to all doctoral students in the Teaching and Learning Department, local faculty, and doctoral students, associated with other graduate programs, such as communications, psychology, philosophy, anthropology, sociology, technology, subject matter areas, and medicine.

  • TAL 723: Language and Literacy Policy and Planning (K-12)
    Description: Seminar that focuses on analyzing literacy, institutional discourse, practices, and policies in the context of social-political and economic demands.
    (3 credits)

  • TAL 724: Applied Linguistics
    Description: Study of phonology, morphology, syntax, semantics of language systems and pragmatics of oral and written discourse with a focus on linguistic theories and their application to second language/dialect acquisition.
    (3 credits)

  • TAL 721: Theory and Research in Reading
    Description: This course explores the intellectual roots of theories of reading and how these are used to generate testable research hypotheses about linguistic, psychological, social, and cultural factors that influence and sustain reading development and reading performance. The course surveys works that have influenced research and theory in the field of reading from its inception in the early 1900’s--through the work of experimental psychologists such as Huey--to present times. The readings and lectures will include work that represents the influence of the intellectual traditions of the introspectionists, behaviorism, cognitive psychology, constructionism, socio-cultural theory, and cognitive neuroscience.
    (3 credits)

  • TAL 725: Theory and Research in Writing
    Description: Seminar that explores the complementary relationship between reading and writing through the reading and analysis of theoretical and research literature on writing theory and writing instruction.
    (3 credits)

  • Program Area Proseminar: Language and Literacy Learning in Multilingual Settings
    Description: This seminar focuses on introducing students to the profession and faculty research programs; engaging students in reading and discussing important recently published, in press, and fugitive literature relevant to language, literacy, and learning in multilingual settings; interacting with speakers who visit the University of Miami; and participating in telecommunications conferences with researchers and their students at other institutions. Students are also expected to present their dissertation prospectus to the seminar.
Strand 2: Interdisciplinary Topical Seminars on Language, Literacy, and Learning in Multilingual Settings (9 credits)
  • Academic Foundations
    Interdisciplinary Topical Seminars on Language, Literacy, and Learning in Multilingual Settings

    Description: Depending on students’ career goals and differential needs of the program, previous coursework taken, work experiences, and research interests, a set of on-demand interdisciplinary topical seminars will be offered. The seminars will also be appropriate for students of complimentary disciplines, providing opportunities for all students to collaborate with faculty engaged in work on selected topics. For example, seminars may focus on topics such as Psychological Perspectives on Bilingualism and Second Language Acquisition, Theories of Second Language Acquisition, Childhood Bilingualism, The Design of Instructional and measurement Tools, Classroom Practice, the Practice and Practices of Literacy, and Intersections between the Language, Literacy Acquisition and Neuroscience.
    (Totaling 6 credits)
Strand 3: Coursework in Diversity (6 credits)

Students must take at least two graduate-level courses organized around thematic topics involving diversity in its various manifestations. The courses may be taken from different departments (e.g., psychology and sociology) or may be part of a master’s degree program; nonetheless, they should form a coherent whole. The student and advisor shall determine which courses from across the University of Miami campus can be used to meet this requirement. Topics in diversity that are considered acceptable for thematic study include: (a) poverty and social class, (b) gender, (c) race and ethnicity, (d) exceptionality, (e) culture, (f) urban issues, (g) rural issues, (h) emigration, and (i) international issues.

Strand 4: General Teaching and Learning Requirements (6 credits)
  • Social Foundations
    TAL 603: Teacher in American Society

    Description An historical, philosophical, and sociological analysis of the teaching profession in American society. The role and status of teachers in American culture will be discussed. Contemporary issues such as the union movement, status assignment, rewards and incentives, and the role of the teacher as an instrument in the definition of the culture will also be covered. OR an equivalent post-graduate foundations course offered at a peer institution, as defined by the department.

  • Multicultural Education
    TAL 764: Issues and Trends in Multicultural Education

    Description: The study and critical examination of the theory and practice of multicultural education. Development of a personal theory of effective education for pluralism.
Strand 5: Research Methods Competencies (15 credits)
(Prerequisite EPS 553 or equivalent )
  • EPS 670: Introduction to Research Methods
    Description: The nature of disciplined inquiry in behavioral and social sciences. Includes philosophy of science, quantitative and qualitative research, basic concepts in sampling and measurement, and systematic searches of the research literature. Students are required to complete literature search on a topic of their interest and submit a report of their findings.

  • EPS 671: Group Comparative Research Designs and ANOVA Methods
    Description: Group comparative designs, univariate parametric and nonparametric methods and statistical inference. Topics include probability, sampling, estimation, ANOVA, ANCOVA. Students are required to use computer packages (SAS/SPSS).

  • EPS 672: Correlational Designs and Regression Methods
    Description: Correlational designs and regression methods.

  • EPS 673: Advanced Multivariate Statistics
    Description: Techniques for the analysis of multiple quantitative measures, including multiple regression, discriminate analysis, canonical variate analysis, and manova. Computer application is integrated.

  • EPS 652: Non Parametric Methods for Quantitative Analysis
    Description: A course in univariate nonparametric statistical techniques for applications in the behavioral and social sciences. These “sturdy” statistical methods will be developed by analogy with the corresponding parametric models. The SPSS-X statistical package will be used to analyze data sets provided by the instructor.

  • EPS 675: Qualitative Research Methods I
    Description: An overview of the history, nature, characteristics, strategies, and ethics of qualitative research methods. Critical analysis and evaluation of various types of qualitative studies, including design, sampling, processes of data collection and analysis, and reporting results.

  • EPS 676: Qualitative Research Methods II
    Description: Types and designs of case studies, development of protocol, field work, data analysis, report writing. Practical procedures and techniques for conducting grounded theory studies, including data coding and analysis, and reporting of results.

  • EPS 677: Qualitative Research Methods III
    Description: Sociological and oral history interview methods, including methodological issues, computer-based coding, decoding and interpreting data; visual and text based content analysis, scoring schemas, and inter-rated reliability.

  • EPS 651: Survey Research Methods
    Description: Focus on standards and practical strategies for designing different types of survey instruments and conducting survey research. Students required to develop proposal for survey research, develop a survey instrument, and conduct small pilot study by collecting, analyzing, and reporting survey data.

  • EPS 654: Program Evaluation
    Description: Terminology, models, standards, practices and common problems associated with program evaluation in Educational and Social Service settings.

Strand 6: Dissertation Study (12 credits minimum)
  • TAL 784: Dissertation
    Description: Twelve credits (minimum) of dissertation study are required of all Ph.D. candidates. The student is enrolled for credit as determined by his/her advisor. Credit is not awarded until the doctoral dissertation has been accepted.

Note: Programs, program components, and courses subject to change.

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Program Contact:
Arlene Clachar
Associate Professor, Department of Teaching and Learning
MB 324-D


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