Brigid Goitse Conteh
University of Botswana
Doctoral students focus on critical and contemporary issues at the intersections of language and literacy learning and cultural and societal transformation. Students in our programs are teachers and other professional educators who engage in courses, conversations and research addressing a broad range of issues and contexts – in and out of schools, nationally and internationally, and across the lifespan.
Students will gain expertise in topics such as identity and language/literacy, cultural literacy and language practices, interculturality, Indigenous languages and literacies, family and community literacy practices, literature and new media, digital cultures, poetry, literacy in global contexts, literacy development across the lifespan, educational linguistics, discourse and multimodal analysis, critical perspectives on literature and cultural texts for children and youth, EAL (English as an additional language) literacy, assessment, teacher education. drama and theatre education, creative/arts-based approaches to literacy learning, and communication ecologies/studies. Students with a specific interest in language education will engage with topics in applied linguistics and critical applied linguistics, second/additional language theory and practice, bi-/multilingual pedagogies, second language acquisition and reading/writing/vocabulary learning, language socialization, technology integration in language education language policy and planning, assessment of second language learning as well as related research methods.
Literacy studies have expanded dramatically in recent years and our internationally known Faculty draw on many disciplines, knowledge systems and worldviews that inform the study of language and literacy education, including Indigenous, cognitive, linguistic, anthropological, cultural, literary, critical and post-structural perspectives and drawing on First Peoples Principles of Learning, sociolinguistics, linguistic anthropology, social psychology, cultural studies, and other related fields. In our courses we invite students to reflect critically on contemporary language and literacy practices in and out of schools, spanning Indigenous, local, national and global contexts.
I chose to study at UBC because it is a highly regarded international research university and I get to be part of one of the top 10 education faculties in the world. I am learning about intellectual leadership from world-renowned scholars in the Faculty of Education. It is also exciting to think and learn as a visitor on the beautiful campus of UBC, which is the territorial land of the Coast Salish peoples.
The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:
Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.
Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.
Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:
Overall score requirement: 92
Overall score requirement: 7.0
Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:
The GRE is not required.
Master’s degree with high standing in a relevant educational discipline
Awards; fellowships; scholarships; and distinctions. Relevant professional and academic experience including conference presentations, professional workshops, and publications. At least two years of successful teaching experience or equivalent.
All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.
A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.
Many programs require a statement of interest, sometimes called a "statement of intent", "description of research interests" or something similar.
Students in research-based programs usually require a faculty member to function as their supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.
There is no need to find a supervisor prior to applying for the program. If you are successful in the application process, you will be assigned a pro-tem supervisor whose research is closest to your area of interest. However, if you are interested in working with a particular faculty member, you can indicate it in your statement of interest or in the application form.
Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.
All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.
The Department takes a critical and social justice approach to theory and research. Faculty members in the Literacy program have expertise in the following areas:
Students in our program engage with critical societal issues that impact topics such as equity and inclusion, immigration and globalization, gender, youth culture, relationships among communities and educational institutions, and public policy. The Department takes a critical and social justice approach to theory and research.
Faculty members in the Literacy program have expertise in the following areas:
The program consists of 18 to 24 credits of course work (including the LLED 601 and 602 Doctoral Seminars), comprehensive exam followed by an oral examination, a dissertation proposal, and a doctoral dissertation.
The program accepts well-qualified students from around the globe into a richly international and multicultural academic community.
|Fees||Canadian Citizen / Permanent Resident / Refugee / Diplomat||International|
|Installments per year||3||3|
|Tuition per installment||$1,732.53||$3,043.77|
|Tuition per year|
(plus annual increase, usually 2%-5%)
|Int. Tuition Award (ITA) per year (if eligible)||$3,200.00 (-)|
|Other Fees and Costs|
|Student Fees (yearly)||$1,052.34 (approx.)|
|Costs of living (yearly)||starting at $17,126.20 (check cost calculator)|
Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.
All full-time students who begin a UBC-Vancouver PhD program in September 2021 or later will be provided with a funding package of at least $22,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $22,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.
All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.
Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union.
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their direction. The duties usually constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is a form of financial support for a period of graduate study and is, therefore, not covered by a collective agreement. Unlike other forms of fellowship support for graduate students, the amount of a GRA is neither fixed nor subject to a university-wide formula. The stipend amounts vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded. Some research projects also require targeted research assistance and thus hire graduate students on an hourly basis.
Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans.
All students may be able to access private sector or bank loans.
Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.
The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.
Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.
Please review Filing taxes in Canada on the student services website for more information.
Applicants have access to the cost calculator to develop a financial plan that takes into account various income sources and expenses.
14 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 0 we have no data (based on research conducted between Feb-May 2016). For the remaining 13 graduates:
These statistics show data for the Doctor of Philosophy in Language and Literacy Education (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
|2014||Dr. Andema explored the role that digital technology and digital literacy can play in improving teacher education in a rural Ugandan college for primary teachers. The study assists us in understanding the possibility of using digital technology innovatively, to achieve educational change in other poorly resourced contexts like that of Uganda.|
|2014||Dr. Meredith explored alternatives to segregating English as a Second Language programs from the mainstream educational system. She studied the benefits of uniting English language learners and fluent speakers to create a community dedicated to linguistic diversity and equitable access. Her research has implications for multilingual education.|
|2014||Dr. Kim studied the outcomes when parents read to their 4- and 5- year old children, using four different book formats. She found that types of interactions that promote children's learning and thinking occurred significantly more often in the print and the hand-held electronic book contexts than in two computer-based digital book contexts.|
|2014||Dr. Hauge studied youth media and social justice, focussing on a Nicaraguan media program. Her work illustrates how the relationships between youth, non-profit organizations, and transnational media networks shape youth media participation. This study contributes to research into feminist media, digital literacy, and youth media programming.|
|2014||Dr. Kramer worked with Iraqi children to study how writing, poetic imagination, and creative processes are all integral to the building of peace. She revealed that peace-building is supported by intellectual and creative processes that invite us to listen with the heart. Dr. Kramer's research contributes new perspectives on transformative education.|
|2014||Dr. Hill wrote a series of stories tracing his development as a student, teacher and writer. Using auto-ethnography, he not only tells these stories but also analyzes the reasons for telling them. Dr. Hill's focus is on author intention and narrative truth in storytelling.|
|2014||Dr. Shoemaker demonstrated how visual repetition and colour construct cohesive relationships in picturebooks for young children. This work contributes to the development of a visual grammar. The findings will be useful to educators who are assessing materials created by students in multiple modes, including words, pictures, motion and sound.|
|2014||Dr. Lea created a research-based theatre script exploring experiences of two teachers living in Kenya 40 years apart. The script examined the narrative inheritances shaping their personal and professional identities. He also critiqued his playwriting process to illuminate theoretical, methodological, and evaluation insights for similar projects.|
|2013||Dr. Wernicke examined the impact on BC French teachers of their study abroad experiences in France, and how those affected their sense of professional identity. She found that an overwhelming concern with being an "authentic" French speaker can diminish teachers' sense of expertise and shapes how they teach and engage in further teacher development|
|2013||Dr. Collier conducted research about children and literacy on Canada's East coast. She studied how children create texts across the settings of home and school, and how different literacy practices are valued. Her research has implications for including home resources in schools and asks educators to reconsider what counts as literacy in schools.|
Language and Literacy Education focuses on critical and contemporary issues at the intersections of literacy learning and cultural and societal transformation. It covers topics such as identity and literacy, cultural literacy practices, Indigenous literacies, family literacy, literature and new media, digital literacies, poetry, literacy in developing contexts, literacy development across the lifespan, educational linguistics, discourse and multimodal analysis, critical perspectives on children’s and young adult literature, EAL (English as an additional language) literacy, assessment, teacher education and creative/arts-based approaches to literacy learning.
Students engage with critical societal issues that impact these topics, such as equity and inclusion, immigration and globalization, gender, youth culture, relationships among communities and educational institutions, and public policy.