LINGUIST List 11.2748

Tue Dec 19 2000

FYI: Comp Ling/SIGSEM, Ph.D. in Lang and Literacy

Editor for this issue: Lydia Grebenyova <>


  1. Patrick Blackburn, Comp Ling - SIGSEM Newsletter
  2. Jeff MacSwan, Ph.D. Program in Lang and Literacy, ASU College of Education

Message 1: Comp Ling - SIGSEM Newsletter

Date: Mon, 18 Dec 2000 14:23:44 +0100 (MET)
From: Patrick Blackburn <patrickCoLi.Uni-SB.DE>
Subject: Comp Ling - SIGSEM Newsletter

SIGSEM, the Association for Computational Linguistics (ACL) Special
Interest Group in Computational Semantics will be sending round its
first newsletter to members early in 2001.

If you are interested in computational semantics for natural language,
and would like to receive this newsletter, you can sign up as a SIGSEM
member at

Membership costs nothing. The list of members is publically maintained
and can be inspected at the above URL. You can also find further
information about SIGSEM and its activities there.

Patrick Blackburn, INRIA, Lorraine.

Address: LORIA, Campus Scientifique, BP 239 - F54506, 
 Vandoeuvre-l�s-Nancy Cedex, France. 

E-mail: URL:
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Message 2: Ph.D. Program in Lang and Literacy, ASU College of Education

Date: Mon, 18 Dec 2000 18:36:06 -0700
From: Jeff MacSwan <>
Subject: Ph.D. Program in Lang and Literacy, ASU College of Education

Applications are invited for fall 2001 for the Ph.D. in Language and 
Literacy, part of ASU's Interdisciplinary Ph.D. in Curriculum and 
Instruction, College of Education. A limited number of funding packages are 
available. For details and information on how to obtain an application, 
see (or call 480/965-4602).

The Interdisciplinary Language and Literacy Ph.D. Program in the Division 
of Curriculum and Instruction at Arizona State University provides 
opportunities for research and study in one or more of the following: 
Educational linguistics, bilingualism, second language learning, language 
diversity, language and literacy education, children's literature, 
classroom discourse analysis, gender and literacy, emergent literacy, 
adolescent literacy, biliteracy, language policy, and other language 
education topics.


The Language and Literacy Ph.D. Program is designed to produce researchers 
and teacher educators. The goals of the program are to

� prepare students to critically analyze and conduct research in their area 
of specialization; and

� prepare students to carry out research, teaching, and service activities 
associated with faculty positions at institutions of higher education and 
other professional positions.

Some students opt to specialize in research, others pursue careers in 
teaching or administration, but all are prepared to make individual career 
decisions based on examined theory in language and literacy and a critical 
view of research.


Our doctoral curriculum typically requires at least three years of graduate 
study. Students are required to spend one year as fulltime students on 
campus at Arizona State University. However, all students are encouraged 
to integrate into the scholarly community on campus as much as possible, 
and to spend a good amount of time interacting with faculty and other 
students in the program.

The curriculum provides students with a core set of courses, seminars, 
internships, and research experiences. Each student's program of study 
builds upon core requirements and is uniquely designed around individual 
interests, in consultation with the student's advisor.

An important feature of the program in Language and Literacy is that 
students are encouraged to draw on the scholarly resources of the entire 
university and develop a cross-disciplinary program of study that includes 
courses from outside the College of Education.


The following six domains comprise the Interdisciplinary Language and 
Literacy Ph.D. Program:

Area of Concentration

30 semester hours pertaining to language and literacy education, children's 
literature, gender and literacy, emergent literacy, adolescent literature, 
classroom discourse analysis, educational linguistics, bilingualism and 
bilingual education, second language learning, language policy, biliteracy, 
or other language education topics.

Cognate Study

12 semester hours are taken to broaden the student's understanding of the 
conceptual base and issues underlying the study of curriculum and 
instruction. Students take related work outside their declared areas of 
concentration. Students are expected to choose courses that have a clear 
link to their dissertation efforts. Cognate studies can be drawn from a 
broad range of offerings across the University.
 Inquiry and Analysis

15 semester hours of empirical analysis and inquiry foundations are 
required in advanced design and data analysis in quantitative and/or 
qualitative research methods.

 Core Requirements in Curriculum and Instruction

6 semester hours of courses (Interdisciplinary Research Seminar in 
Curriculum and Instruction and Curriculum Theory and Practice) are required 
as the Curriculum and Instruction core.

Practicum and Integrative/Professional Development Seminars

6 semester hours of research and University teaching internships are 
required to broaden the training and experience of students.

Dissertation and Independent Research

24 semester units of dissertation and independent research leading to 
completion of an approved dissertation are required.

Doctoral students are also encouraged to participate in the Preparing 
Future Faculty Program offered by ASU's Graduate College. This program 
consists of two semester hours in which students learn faculty roles and 
responsibilities and participate in an ongoing series of integrative and 
collaborative seminars coordinated with the Graduate College. Students have 
the opportunity to develop and participate in interdisciplinary teaching, 
research, and service activities.


Dr. Beatriz Arias (Ph.D., Stanford University): Language policy, bilingual 
teacher preparation, secondary bilingual education.

Dr. James Christie (Ph.D., Claremont Graduate School): Emergent 

Dr. Carol Christine (Ph.D., Arizona State University): Language and 
literacy education, children's literature.

Dr. Carole Edelsky (Ph.D., University of New Mexico): Language education 
and classroom discourse, language and gender.

Dr. Billie Enz (Ph.D., Arizona State University): Emergent literacy, 
language acquisition.

Dr. Christian Faltis (Ph.D., Stanford University): Bilingualism, second 
language acquisition, secondary bilingual education.

Dr. Gustavo Fischman (Ph.D., University of California, Los Angeles): 
Cultural studies, international and comparative education.

Dr. Barbara Guzzetti (Ph.D., University of Colorado): Gender and literacy, 
adolescent literacy.

Dr. Sarah Hudelson (Ph.D., University of Texas, Austin): Biliteracy, second 
language acquisition.

Dr. Jeff MacSwan (Ph.D., University of California, Los Angeles): 
Bilingualism, code switching, educational linguistics, language assessment 
policy for linguistic minorities.

Dr. Jeff McQuillan (Ph.D., University of Southern California): Language and 
literacy education, second language learning.

Dr. Alleen P. Nilson (Ph.D., University of Iowa): Adolescent literature, 
language issues.

Dr. Kellie Rolstad (Ph.D., University of California, Los Angeles): Dual 
language education, language diversity, educational linguistics, elementary 
language arts.

Dr. Karen Smith (Ph.D., Arizona State University): Language and literacy 
education, language policy.

Dr. Lucy Tse (Ph.D., University of Southern California): Second language 
learning, bilingualism, and biliteracy.

Dr. Josephine Peyton Young (Ph.D., University of Georgia): Adolescent 
literacy, critical literacy, and gender and literacy.

Dr. Terrence G. Wiley (Ph.D., University of Southern California): Language 
policy, second language acquisition, bilingualism, literacy, language 
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