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This course is offered for graduate students particularly concerned with issues related to student mobility in education, promising education pathways for students of refugee background and programs for language, literacy and numeracy instruction for these students. In this course, students will learn about research, theory, policy and practice as these inform our understanding of the education of students of refugee background. It is intended to provide practitioners and researchers with a critical overview of theoretical and practical perspectives, concepts, strategies, and issues relevant to the education of refugee and asylum seekers. There will be opportunities to review scholarly articles, language policies, curriculum and program documents as well as to explore teaching strategies and tools that promote inclusive education. This course is designed around theory, policy, curriculum and pedagogy to support reflective practice and research related to the students of refugee background.

The primary aim of this course is to enable students to develop a framework for describing the field of Vocabulary Acquisition and Teaching. To do so, (1) students will learn key theoretical concepts in the field of vocabulary teaching and learning (2), present and discuss the most relevant research methodologies in the field and (3) reflect on the effectiveness of didactic materials through language textbook analysis.

A huge proportion of workers in »»ÆÞ¾ãÀÖ²¿ utilize at least one language which is not their mother tongue in order to carry out their work. In this course, we will investigate a wide variety of questions and topics related to second language speakers and learners in the workplace. What is workplace communication? Who does it? Why? What impact do factors have on the conversations that occur in the workplace, including:
- second language ability
- sociolinguistic competence
- intercultural communication
- one's institutional role (e.g., employee, employer, supervisor, entry-level worker)
- type of workplace (e.g., medical, legal, university, warehouse, construction, etc.
- types of speech events that occur (e.g., meetings, interviews, email memos, internet chatrooms, lectures, workplace ESL classes, etc.)

We will use sociolinguistic tools to understand workplace settings and to investigate what makes for successful multicultural/intercultural workplace interactions. We will analyze authentic examples of written and spoken language in a variety of workplace settings.

This courses explores the nature of language: its rule-governed structure, its variety and its universal characteristics, the way it is acquired by native speakers and additional language learners, its role in society, its role in creating, sustaining, and enhancing power, and its role in informal and institutional education. The aim of the course is to consider (i) language awareness and use in first, second, and foreign language education; (ii) the special need for language awareness in L2 contexts; and (iii) the role of language awareness in teacher development and program administration. Students will relate course concepts to their own language learning and teaching experiences, and will carry out observational/empirical tasks to apply their learning to the real world.

Ce cours a pour but d'explorer une conception élargie du langage et de la communication basée sur le discours et l'analyse du discours. Les interactions humaines et sociales se construisent en grande partie au moyen du discours, à travers sa production, sa circulation, sa diffusion, sa légitimation, sa valorisation, sa consignation, sa mise en archives. Dans les sciences humaines et sociales, le discours constitue à la fois un mode d'accès à la connaissance et un contenu à étudier. En guise d'illustration, nous examinerons diverses applications de l'analyse de discours, en particulier lorsqu'il s'agit de comprendre la production discursive dans l'exercice d'activités de travail ou dans la construction de l'identité collective en contexte pluraliste.

Ce cours a pour but de familiariser les étudiants avec les théories sur le bilinguisme et avec les méthodes de recherche qui ont été développées pour en traiter, de façon à pouvoir prendre en compte ces connaissances dans la recherche, l'enseignement ou le développement de matériel pédagogique, que ce soit en milieu bilingue ou plurilingue, ou en rapport avec l'enseignement des langues. Il porte plus particulièrement sur l'individu faisant l'acquisition ou ayant recours à deux ou plusieurs langues. Il aborde également la question du bilinguisme sur le plan des interactions langagières au sein de communautés linguistiques, comme la famille, la ville, ou le monde du travail.

Ce cours a pour objectif de mieux comprendre de quelle façon les interventions humaines sont réalisées sur les dynamiques linguistiques. Nous examinerons en particulier sur quelles bases idéologiques et politiques on en vient à élaborer des politiques linguistiques, quelles en sont les composantes et les principales étapes, et de quelle façon les politiques linguistiques se répercutent dans les pratiques langagières des acteurs sociaux. Idéalement, la politique linguistique devrait permettre à l'école une meilleure prise en compte du contexte qui lui est propre, de façon àharmoniser les rapports entre, d'une part, les langues de l'école, à savoir la langue d'enseignement et les langues secondes ou étrangères à enseigner (ou en d'autres termes la langue en tant que médium d'instruction et en tant que matière enseignée), et d'autre part, la réalité linguistique des élèves, incluant en premier lieu leur langue première pouvant correspondre aussi bien à la langue dominante, à une langue minoritaire, à une langue d'origine ou à une langue autochtone, et, en second lieu, leurs pratiques langagières axées autour du bilinguisme, de la dominance linguistique, de l'alternance et du mixage de codes.

Ce cours, donné en français, traite des diverses formes d’approches pédagogiques où la diversité linguistique et culturelle est utilisée comme soutien à l’apprentissage d’une ou plusieurs langues à l’école. Les enjeux de la diversité linguistique et culturelle dans le système éducatif canadien seront discutés. Les fondements de ces approches pédagogiques novatrices et des recherches empiriques seront présentés afin de voir sous un jour plus inclusif l’école du 21e siècle.

The course will be built around a series of six two week class units. In the first class of each unit students will view a film after which, with the film still fresh in mind, they will have a first discussion of the film and issues it raises. For the next class students will watch a second film on the same topic from a short list supplied, read contemporary reviews for both films, read assigned monographs or articles related to the historical period or subject matter of the films and prepare a short critique based on the films and readings. The second class in each unit will then review the critiques and discuss the films in light of insight afforded by historians or other scholars. Students will also prepare a course paper.

This course considers how viewers "read" historical cinema. Its focus is on the divergent demands of the production of historical films and the ways in which those demands distort (or just change) historical events in order to produce a consumer product. Each class has an introduction by the professor, viewing the film, and a discussion period. Students write weekly reports and a term paper.

William Shakespeare is the most famous person in the English-language tradition. This course has three main themes: "Historical Shakespeare", "Re-Created Shakespeare" and "Shakespeare and Popular Culture". Its primary concern is not literary but, rather, the social and historical evolution of Shakespeare's iconic status.

This course is concerned with the ways in which historical films treat the subject of identity. In this regard, it has four sub-sections: power/gender, class struggle, inter- and intra-cultural connections, and appearances and reality. Each class has an introduction by the professor, viewing the film, and a discussion period. Students write weekly reports and a term paper.

This course is a survey of the struggle between literacy-as-social-control and literacy-as-enlightenment. Using a variety of texts, this theme is followed from the ancient world through to the onset of modern, compulsory schooling. Each class has an introduction by the professor, viewing the film, and a discussion period. Students write weekly reports and a term paper.

This course has two organizing themes: first, representative educational thinkers writings on literacy and schooling (e.g., Plato, Augustine, Erasmus, Luther, Locke, Rousseau, and Malthus); and, second, secondary scholarly readings chosen to enable the students to consider these thinkers' ideas in their historical context. Each class has an introduction by the professor, viewing the film, and a discussion period. Students write weekly reports and a term paper.

LLE Master of Ed. Field in Language Teaching candidates enrolled in this course will work alongside host teachers who are experienced in language instruction. The goal of working alongside host teachers will be to actively participate in all aspects of language instruction including but not limited to: curriculum and lesson planning, assessment development, differentiated instructions, working with individual students, and developing a deep understanding of language instruction to various age groups. The overarching goal of this practicum course is to help all M. Ed. candidates to gain clarity in life, valuable teaching experience, connections, and employability through authentic lessons and dedicated support. A majority of the M. Ed. candidates are international students and could greatly benefit from having more experience and cultural context from working in Canadian language instructional organizations.

An individualized course linking research and theory in Language and Literacies Education (LLE) with practical fieldwork supervised by a professor. Credit is not given for the fieldwork per se, but rather for the academic work related to it. Academic assignments related to the field work are established collaboratively between the student and professor supervising the course, and evaluated accordingly, in a manner similar to an individual reading and research course (e.g., CTL 3998H). A student wishing to propose a Practicum course must prepare a rationale, syllabus, and bibliography for the course, and obtain the written approval of a supervising professor and of the graduate coordinator in LLE one month prior to the start of the academic term in which the course is to begin.

Specialized study, under the direction of a staff member, focusing on topics of particular interest to the student. While course credit is not given for a thesis investigation proper, the study may be closely related to a thesis topic. A student wishing to propose an Individual Reading and Research course must prepare a rationale, syllabus, and bibliography for the course, and obtain the written approval of a supervising professor and of the graduate coordinator in LLE one month prior to the start of the academic term in which the course is to begin.

A course designed to permit the study (in a formal class setting) of specific areas of language and literacies education not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL3798, which is normally conducted on a tutorial basis.)

This course will examine several forms of linguistic diversity at the individual and community level as well as their impact on language and identity construction. Through the class, students will discuss and understand the emerging notion of plurilingualism as distinct from multilingualism and analyze it from three different scientific points of view: cognitive, sociological/sociocultural and pedagogical. The course will adopt a global perspective in investigating language diversity and its implications in different geographical areas and historical times. The course is at doctoral level but it is open to Master's students (with permission of the instructor).

This course will examine aspects of second language learning (SLL) from the perspective of a sociocultural theory of mind. Key concepts from sociocultural theory, for example zone of proximal development (ZPD), scaffolding, private speech, and mediation will be considered as they relate to SLL. Relevant writings of Vygotsky, Leont'ev, Cole, Donato, Lantolf, van Lier, Wertsch and others will be read in depth.

For thesis students (MA, PhD, or EdD) preparing to do empirical research on second language learning, instruction, and/or curriculum, this course reviews and provides experience with relevant techniques for data collection (e.g. focus groups, interviewing, verbal reports, observation, discourse analysis, questionnaires, tests); data analyses (e.g., coding, profiling, summarizing, reliability and verification checks, validation), and addressing ethical issues in research with humans.

This course examines theory and research on the role of instruction in second language acquisition. The central issues to be addressed are the extent to which different types of instructional input and corrective feedback contribute to second language acquisition (SLA). The extent to which different language features and proficiency levels interact with instructional input is also examined alongside other learner and teacher variables.

The purpose of this course is to provide students with a foundation in the breadth of possibilities for researching the second language classroom. The course is structured to capture this breadth methodologically (primarily quantitative and qualitative social science approaches, but also research informed by humanities approaches); theoretically (cognitivist, socio-cultural, and critical approaches); contextually in terms of program models (both across bilingual, foreign, heritage, Indigenous, and multilingual mainstream contexts, but also in terms of K-12 and adult settings); and in terms of domain (e.g., research with varying foci on language itself, the teacher, learners, curriculum, policy, home-school connections, etc.). As much as possible, the course pairs "how-to" readings with exemplars of second language classroom research. The course also includes structured activities to support students in gaining direct experience with typical methods for doing research in and about language classrooms. Based on the interests of students enrolled in the course, we can agree to adapt the syllabus at the beginning of the semester to narrow or shift our focus. By the end of this course, participants are expected to: 1) Articulate the relationship between theoretical perspective, research design, and methods in the study of second language classrooms; 2) Use course and other readings to critique an exemplar of second language classroom research; 3) Formulate a research(-able) question of interest to the participant; 4) Use small-scale data collection techniques and reflect on their experience with them; 5) Use course and other readings to develop a research proposal.

This course is designed to engage cutting-edge scholarship from applied linguistics, sociolinguistics, linguistic anthropology, sociology of language, language policy, and history that interrogates the relationship between language, racism, and settler-colonialism. Besides engaging closely with this scholarship, the goal of this course is to deepen our understanding of critical social theory as it applies to language and language education in multiple contexts.

The objectives of this professional seminar course are 1) to support students in developing the skills needed to complete the work associated with their MA or PhD program in Language and Literacies Education and 2) to introduce them to the work that is integral to a life as an academic in the field of education such as presenting at conferences, preparing publications, and teaching. Over the course of the semester there will be opportunities to exchange with some LLE professors, current and former LLE students, as well as librarians and other University of Toronto staff who can assist on the journey. The course is required for PhD students (both full-time and flex-time) and recommended for MA students.