Linguistic Diversity and Equity EdD
The Ed.D. in Teaching and Learning’s - Linguistic Diversity and Equity major is intended for professionals in English as a second language, bilingual education, and world language education
as well as individuals in other fields such as policy and leadership, and those who want to be leaders and change agents serving linguistically and culturally diverse individuals in schools, and communities in the US and internationally.
The LDE major prepares individuals to apply research, theory, and practice related to linguistic and cultural diversity, language acquisition and bilingualism in schools, colleges, universities, nonprofits,
and government agencies. Students have the opportunity to tailor the program to their specific professional and academic goals.
LDE provides candidates with in-depth study of the major areas of research, theory and practice in linguistic and cultural diversity, bilingualism, biliteracy, and language learning. A major emphasis in
the coursework is on critical perspectives and approaches to bilingualism and biliteracy from sociocultural, multimodal, and transnational perspectives. The cross-cutting themes of the major are equity and critical perspectives, Spanish biliteracy, African American English, international approaches to language education, family and community engagement, multimodal communication, and public scholarship.
This major responds to the needs of individuals, families, communities, and organizations striving to create effective, humanizing learning contexts that take into consideration the linguistic, cultural,
economic, political, and social contexts of language.
The Linguistic Diversity and Equity major takes a broad perspective on linguistic and cultural diversity, applicable to PK-12 contexts, and postsecondary contexts in academic and non-academic
settings. Professionals in fields outside of academic contexts can also apply the major to their work.
Program Learning Outcomes
At the completion of the program, students will be able to:
PLO1. Understand relationships with and among authors, texts, and audiences in the form of speech, conversation, writing and enactment.
PLO2. Foster appreciation of different types of knowledge, scholarship and research.
PLO3. Gain an advanced level of understanding and skills of collaborative learning and communication.
PLO4. Enhance the knowledge of professional ethics and responsibilities.
In addition to National College of Education Doctoral Admissions Requirements, applicants must:
- Submit two letters of recommendation completed by people who can attest to the candidate’s capacity to complete rigorous graduate studies and/or professional work.
- Submit written responses to the following three questions:
- What professional and/or scholarly interests, experiences and goals have led you to apply to this doctoral program? How do you envision doctoral study supporting and/or relevant to achieving those goals?
- Please describe your personal engagement in a community that has had a substantial impression on you (can be a cultural, religious, service-oriented, educational, or neighborhood group of people united by common values and a cause). Describe the role you play(ed) in that community and the nature of your participation and learning.
- What is an area in which you are passionate about advocating and working towards social and/or educational change? What is the source of your passion and your hope for enacting change?
- Note: The admission process occurs in two stages:
- First, the applicant submits the application and supporting documentation to the Office of Admissions by the published deadlines. The Office of Admissions will forward to the doctoral committee the completed application form once all documentation is received. A faculty committee will review the documents and decide if and when to invite the applicant for the second stage of the admissions process.
- The second stage will consist of an individual interview in which the applicant’s goals for doctoral study and the fit with the program is discussed. Next, all applicants who appear to be a good match for the program are invited to campus for a group interview, which will be followed by a written response.
- The group interview consists of a faculty committee interviewing several applicants together. This will include a discussion/conversation among the candidates and the committee members, focusing on an article, selected by faculty and sent to the applicants in advance.
- After the group discussion, applicants will write a reflective essay on the ideas provoked by the discussion. Faculty will later review the essays to assess the applicant's ability to construct a written document.
- Note: New students seeking a double major must be interviewed and accepted by the director of each of the two majors for which the student applies (this may be one combined interview or two separate interviews). The applicants written statement should also address the candidates desire to study both major areas. Double major applicants who were initially admitted into one major and want to move to a double major, will need to be formally accepted into the second major by the program chair. Students must submit a written statement describing their goals for the second major and be interviewed by the director of the second major. Students submit a Change of Program form which must be approved by the directors of both majors, as well as the chair of the Ed.D. in Teaching and Learning.
Program Details:
- Requires 63 SH for completion (69 SH for double major)
- Requires qualifying paper
- Note: Students completing double major must address topics aligned with both majors.
- Requires a dissertation
- Note: Students completing double major must address topics aligned with both majors and have at least one member from each major on their dissertation committee.
Required Courses
Foundational Courses - 21 SH
| CCD 606 | Scholarly Habits of Mind I | 3 |
| CCD 607 | Scholarly Habits of Mind II | 2 OR 3 |
| CCD 615 | Sociology of Education | 3 |
| CCD 620 | Epistemology of Learning, Teaching and Inquiry | 3 |
| CCD 625 | Critical Policy Analysis | 3 |
| CCD 630 | Education in a Global World | 3 |
| CCD 698 | Dissertation Research Seminar | 1 TO 3 |
Linguistic Diversity and Equity Major - 15 SH
| 600 | Advocacy, Leadership and Engagement in Language Education | 3 |
| 601 | Historical and sociocultural foundations of language education | 3 |
| 602 | Bilingualism in Schools and Society | 3 |
| LDE 603 | Second Language Learning | 3 |
| LDE 604 | Second Language Literacy, Biliteracy and Multiliteracies | 3 |
Research and Dissertation - 17 SH
| HED 652 | Quantitative Research Methods in Education | 3 |
| ESR 614 | Interpretive and Critical Research Methodology | 3 |
| ESR 616 | Mixed Methods Design | 3 |
| or | |
| ESR 618 | Interpretive and Critical Research Design | 3 |
| CCD 699H | Dissertation | 1 TO 8 |
Note: CCD 699H must be taken for a total of 8 semester hours. Students in double major must complete CCD 699J instead of CCD 699H.
Qualifying Paper - 1 SH
Students take the qualifying exam when they have completed their coursework or in conjunction with their last required program course. If they have completed all coursework before taking the qualifying exam, they may also register for dissertation hours. Students will work with a faculty advisor to plan a qualifying paper that represents a synthesis of their learning. This plan must be approved by the faculty advisor for the paper’s focus and the start date. Before starting the writing, but after obtaining approval, the student registers for CCD 696H. Students in the double major must complete CCD 696J instead of CCD 696H.
Program Electives - 9 SH
Choose 9 SH of NCE graduate courses in consultation with the doctoral advisor
Note: Students completing the double major are not required to complete electives.