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Doctor of Philosophy

PhD in Languages, Cultures and Literacies

Method of delivery:
In-person		 Applications open:
November 1, 2023
 Applications close:
January 15, 2024
 Next start date:
September 2024

Application & Tuition

Explore theories and methods to study literacies, texts, languages, and cultural practices in education settings as these relate to race, gender, class, Indigenous knowledges, plurilingualism, international language education, children's and young adult literature, new technologies and other issues of equity and forces for social change and decolonization.

PROGRAM OVERVIEW

Designed for

Those who are committed to social justice and equity issues in education; have completed related Master’s level education with a research focus; have direct experience working in educational settings; and are ready to actively participate in our research community.

Note: We are unable to admit students intending to do solely quantitative and/or experimental research.

Program Structure

  • 18 units of coursework plus comprehensive exam and thesis
  • In-person classes, with courses scheduled at all three SFU campuses
  • Courses are normally offered once a week on the same day at one of the three SFU campuses
  • Seminar classes EDUC 927 and 928 meet once a month in the afternoon

Intake Schedule

Start Terms
Fall 2023 (applications closed)
Fall 2024

PROGRAM DESIGN & COURSES

Program Design

The ethos and focus of the Languages, Cultures and Literacies (LCL) PhD program aligns with: social justice in society and educational contexts; equity, Indigeneity, and a culture of inquiry in line with the Faculty and University; and critical and qualitative approaches to educational research.

Students in the LCL program will have opportunities to:

  • participate in ongoing faculty research, communities of practice and scholarly activities
  • carry out independent and collaborative research
  • report on that research in public and academic venues
  • conduct their own research projects for their thesis

Overlapping Curricular Themes: L, C and L

Languages in social and educational contexts: multi/plurilingualism/translanguaging pedagogy and practices

Culture, diversity and practices of equity and difference: communities of practice, languages, literacies and power, intersectionality and identities

Literacies in local/global/institutional contexts: academic literacies, adult and community literacies, child and youth literature, Indigenous literacies; media and digital literacies; youth and school-based literacies.

Participation in a doctoral program is not synonymous with participation in doctoral course work. We are interested in working with students who will contribute to building a scholarly community. As such, there is also a set of non-course expectations for completion of our program including peer collaboration, creating and attending student-led events, and participating in program research days and other social and professional activities.

Courses

Students take the following core courses in the first year of their program:

Students also take seminar courses in Year 1 and 2 that meet once a month:

Year 1

EDUC 923-3 CRITICAL AND SOCIOCULTURAL APPROACHES TO EDUCATIONAL RESEARCH

Participants will discuss methodological approaches in sociolinguistic research in educational and other social contexts. Course instructors will introduce a range of sociolinguistic research following different methodologies, as well as presenting their own research. Participants will be involved in discussions and analysis in three areas: analysis of data from instructors' research; applicability of methodologies in participants' own social and educational contexts; relevance and applicability of methodologies in terms of participants' emerging research plans.

EDUC 924-3 MULTILINGUALISM, GLOBALIZATION, AND IDENTITIES

The course will introduce students to theoretical perspectives and developments in the fields of multilingualism, globalization, and identity constructions and examine how interplays between these cultural processes and practices impact upon language learning and teaching in educational and social contexts in which course participants teach and/or have lived.

EDUC 925-3 MULTILITERACIES AND MULTIMODALITIES

Students will explore current theory, practice and research in multiliteracies and multimodality in formal and informal education contexts. Through the lenses of critical pedagogies, cultures and diversity, the course examines a range of topics including globalization, digital literacies, adult and community literacies, the multimodalities of youth and maker cultures and implications for pedagogies inside and outside of schools. Participants will also engage in field studies designed to critically engage theory and method in authentic settings.

EDUC 926-3 ETHNOGRAPHIC AND MULTIMODAL APPROACHES TO EDUCATIONAL RESEARCH

This seminar is designed for the second term of the doctoral program in Languages, Cultures, and Literacies in the Faculty of Education. It will provide students with opportunities to examine and practice analytical research procedures that are currently in the forefront of multiliteracies and multimodal research oriented to transformative educational scholarship.

And one of:

To satisfy course requirements students are required to register in either EDUC 927 or EDUC 928 both terms.

EDUC 927-3 DOCTORAL SEMINAR A

The Doctoral Seminar A initiates students in the development of an ongoing writing portfolio, writing SSHRC applications, ethics protocols and theses proposals. This provides a forum for second year students to present their theses proposals. Portfolios will be presented during the term. This course is graded on an in progress/complete basis.

EDUC 928-3 DOCTORAL SEMINAR B

In Doctoral Seminar B the goal is to continue to build a scholarly writing portfolio, including preparation for comprehensive examinations, writing conference proposals, participating in local, national and international graduate student collaborations, and preparing conference presentations. Portfolios will be presented during the term. This course is graded on an in progress/complete basis.

Year 2

The Remaining of:

Students in their second year will be expected to enrol in EDUC 927 or EDUC 928 whichever was not completed in year one.

FALL AND SPRING EDUC 927-3 DOCTORAL SEMINAR A

The Doctoral Seminar A initiates students in the development of an ongoing writing portfolio, writing SSHRC applications, ethics protocols and theses proposals. This provides a forum for second year students to present their theses proposals. Portfolios will be presented during the term. This course is graded on an in progress/complete basis.

FALL AND SPRING EDUC 928-3 DOCTORAL SEMINAR B

In Doctoral Seminar B the goal is to continue to build a scholarly writing portfolio, including preparation for comprehensive examinations, writing conference proposals, participating in local, national and international graduate student collaborations, and preparing conference presentations. Portfolios will be presented during the term. This course is graded on an in progress/complete basis.

FALL OR SPRING EDUC 983-5 COMPREHENSIVE EXAMINATION

The examination is graded on a satisfactory/unsatisfactory basis.

Normally, the comprehensive examination is completed in the term in which course requirements are completed, or the term immediately following. The comprehensive examination is completed as a written examination submitted to the committee. Questions for the comprehensive examination will be posted at the beginning of the students' term in which they take the examination.

EDUC 899-15* DOCTORAL THESIS

Graded on a satisfactory/unsatisfactory basis.

A major part of this program is doing original research. A thesis describing this is submitted and defended. Upon entry to the program, every term students enroll in EDUC 899-15 Doctoral Thesis.

In some cases, students who have not taken research methodology courses at graduate level may be required to take an additional methodology course as part of the conditions of their admission.

*Effective January 1, 2018, the unit value of EDUC 899 increased to 15 units from 10 units.

Students are welcome to complete other courses in the Faculty of Education and throughout the University, in consultation with their supervisor.

  • Students are also encouraged to take elective courses both within and outside the Faculty of Education.

LOCATIONS

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Burnaby

Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.

Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.

Surrey

Our Surrey campus is a vibrant community hub in the heart of one of Canada’s fastest-growing cities. With easy access to transit, the modern campus is conveniently situated between Metro Vancouver and communities south of the Fraser River.

Simon Fraser University respectfully acknowledges the unceded traditional territories, including the Semiahmoo, Katzie, kʷikʷəƛ̓əm (Kwikwetlem), Kwantlen, Qayqayt and Tsawwassen Nations, on which SFU Surrey is located.

Vancouver

Our Vancouver campus transformed the landscape of urban education in downtown Vancouver. The campus comprises multiple facilities clustered in the core of one of the world’s most liveable cities.

Simon Fraser University respectfully acknowledges the unceded traditional territories including, the Sḵwx̱wú7mesh Úxwumixw (Squamish), səl̓ilw̓ətaʔɬ (Tsleil-Waututh) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Vancouver is located.

FACULTY

The non-departmental structure of our Faculty makes it relatively easy for students to take advantage of a wide variety of faculty expertise. Meet some of the faculty members teaching in this program.

FUTURE PATHWAYS

Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await.

Occupations

  • Faculty members at universities and colleges
  • District EDI leaders for school boards
  • Leaders in EDI at the provincial ministry level
  • Educational consultants
  • Researchers

STUDENT EXPERIENCES

Meet some Languages, Cultures and Literacies PhD students and alumni.

  • Empowering Change through Language Education: A Journey of Challenges, Resilience, and Inspiration

    Embark on a transformative journey alongside Mohammad Alhannash, as he overcomes personal and academic challenges, embraces diverse perspectives, and emerges as an exceptional language educator, leaving an enduring legacy of inspiration and change.

  • Omar Nunez Mendez

    "I am very fortunate to work with Dr. Diane Dagenais who has been an inspiration to me, not only for her professionalism and knowledge but, because of her incredible educational sensitivity and commitment to teaching."

  • Olessya Akimenko

    "For as long as I remember, I have always had an affinity for teaching."

"My interest to continue education is inspired by thought-provoking discussions that are raised in various courses and seminars."

Angelpreet Singh, 2020 Graduate

LEARN MORE ABOUT THIS PROGRAM

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