Master of Arts in Literacy Education (MA)
Our programs in Literacy Education engage teachers and other professional educators in the study of rich language and literacy practices from early childhood through adolescence and adulthood. Literacy studies have expanded dramatically in recent years and our internationally known Faculty draw on many disciplines that inform the study of language and literacy education, including cognitive, linguistic, anthropological, cultural, literary, critical and post-structural perspectives.
The graduate program in Literacy Education (LITR) in the Department of Language and Literacy Education offers opportunities to study in the areas of English Education, Drama Education and Reading from cognitive, social, cultural, and poststructuralist perspectives. Research areas within the program include: child language development in education, composition (writing); early, intermediate, adolescent and adult literacy; family literacy; children's and young adult literature; Aboriginal literacy; teacher librarianship; and arts-based and multimodal approaches to literacy learning.
1) a sample of work demonstrating an ability to undertake research and scholarly writing
2) CV or resume outlining work experience and academic history
3) a well-written 500 word (maximum) Statement of Intent
4) letters of support of three referees
5) if admitted, all official transcripts and degree certificates from all post-secondary institutions attended outside UBC
TOEFL (ibT) Overall Score Requirement
IELTS Overall Score Requirement
Supervisor commitment required prior to application?
Prior degree requirements
an approved Bachelor’s degree and, for K-12 teachers, one year of teacher education;* OR a 4-year Bachelor’s degree in Education
two years of formal teaching experience is required
Deadline to submit online application. No changes can be made to the application after submission.Transcript Deadline
Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.Referee Deadline
Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.
September 2020 Intake
Application Open Date01 August 2019
Tuition / Program Costs
|Fees||Canadian Citizen / Permanent Resident / Refugee / Diplomat||International|
|Installments per year||3||3|
|Tuition per installment||$2,380.77||$4,360.53|
|Tuition per year|
(plus annual increase, usually 2%-5%)
|Int. Tuition Award (ITA) per year (if eligible)||$1,500.00 (-)|
|Other Fees and Costs|
|Student Fees (yearly)||$930.14 (approx.)|
|Costs of living (yearly)||starting at $16,884.10 (check cost calculator)|
All fees for the year are subject to adjustment and UBC reserves the right to change any fees without notice at any time, including tuition and student fees. Tuition fees are reviewed annually by the UBC Board of Governors. In recent years, tuition increases have been 2% for continuing domestic students and between 2% and 5% for continuing international students. New students may see higher increases in tuition. Admitted students who defer their admission are subject to the potentially higher tuition fees for incoming students effective at the later program start date. In case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct.
Completion Rates & Times
This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.
Anderson, Jim (Children and youth, cross-cultural education, early childhood, languages and literary education, linguistic minorities education, literacy, sociological issues, writing and reading )
Asselin, Marlene (Language Acquisition and Development, International Development, Cultural Institutions (Museums, Libraries, etc.), early literacy, literacy and international development, libraries and education)
Belliveau, George (Theatre, Arts-based research)
Bryson, Mary (technology, media, cultural studies, gender, queer theory, deviance studies, post-colonial pedagogies, Sociology, Women's Studies, Education, media and gender, media and education)
Dobson, Teresa (Curriculum studies, digital culture, media, technology)
Early, Margaret (Adolescent issues, English as a second Language, language education, literacy, teacher research)
Galla, Candace (what types of technology initiatives (low-, mid-, or high) Indigenous language communities are using to revitalize, maintain, and promote their language)
Gunderson, Lee Paul (ESL, multiculturalism )
Hare, Jan (Aboriginal youth mobility, Aboriginal family and community perspectives on early literacy, literature, identity construction and urban Aboriginal youth, Cultural studies, early childhood, first nations education)
Henry, Annette (race, language, culture in education; equity and diversity, Cross-cultural education, feminist studies, gender, international perspectives, multiculturalism, policy studies)
Kendrick, Maureen (literacy, digital literacy, Children and youth, ESL, international perspectives)
Li, Guofang (longitudinal studies of immigrant children)
Norton, Bonny (education, ESL, international perspectives, literacy, teacher research)
Pare, Anthony (Language Education, Literacy, Literary Education, Multiple and New Literacies, Multiple Literacies, Writing and Reading)
Rogers, Theresa (Educational Approaches, Education, Literacy, Youth Studies, Children's and Adolescent Literature, Digital Literacies)
Tierney, Robert (Education, Literacy education, Educational assessment, Learning technologies, Teacher education, Asia/Pacific, cross-cultural education, media, technology)
Zappa, Sandra (academic discourse socialization of (international) English language learners in higher education, examining the literacy socialization trajectories and the role their individual networks of practice (INoPs, a concept I coined) in becoming aware of the host culture values and expectations; projects examining the intercultural competence development of foreign language teachers studying abroad; foreign language-learning through peer exchange programs; academic English coaching for university-level English language learners; collaboration between language and subject specialists; and student perceptions of academic English language development in CBI courses.)