graduates

Critical Literacy & Social Justice

M.A. in Education

Undergraduate Program Graduate Program Concentration Focus Online Hybrid
 

The DLE Master of Arts degree program provides teachers and those in the education profession with skills to transform current school programs from a social equity and social justice perspective.

GRE Requirement Suspended for Spring and Fall 2021

Because of the COVID-19 pandemic, SDSU has suspended the requirement that applicants for graduate study submit GRE scores for the Spring and Fall 2021 admissions cycle. If you have any questions about this policy, please contact the program advisor.

Program Overview

The program is designed to:

  1. Develop school-wide curriculum change focusing on critical literacy.
  2. Focus on the integration of language, culture, and codes of power as part of the development of school programs.
  3. Examine curriculum from a constructivist perspective that recognizes the voices of students, community and teachers as one learning community who inform curriculum and program design.
  4. Introduce participants to the concepts and the authors of critical pedagogy; a theory of education that gives professionals the opportunity to reflect on their own educational beliefs, practices, and processes in the context of standard curriculum, high stakes testing, and curriculum reform.
  5. Gives teachers the voice and tools to reflect upon their teaching methodology vis-a-vis their student's critical thinking;
  6. Promote equality and social justice through action research within the school and community.

For individuals interested in applying the concepts of critical theory in their work in curriculum change, school reform, or student, parent and community advocacy. Students who choose this option take their 30 units within the Department of Dual Language and English Learner Education.

For individuals interested in the principles of our program and in further development of specific subject competencies in other discipline areas (i.e., Reading, Educational Leadership, Spanish, Math, Linguistics, International Program in Mexico, etc).

Students take 3-4 of their specialization courses in a related field of interest. This allows you to combine your passion for a specific content area with a focus on the needs of Emergent Bi/Multilingual students.

Click on any of the following links for more information.

Prospective Students: Contact the Department of Dual Language and English Learner Education to be forwarded to the graduate advisor 

Course Sequence

To receive the Master of Arts in Education degree, students must complete 30 units. Consult the DLE MA advisor about
potential credit for other 500-700 level courses you have taken. Learn more about the courses you will take in this program and how they are structured by semester.

SUMMER 1

Procedures for gathering, analyzing, and synthesizing information; reviewing the literature; designing studies. Can be taken in Summer 2020. Special Option: Study Abroad.

Consult the MA advisor about the best time to take ED 690.

FALL 1

Analysis of relationships among ideology, culture, and power in educational context; key concepts in critical pedagogy applied to programs, curricula, and school restructuring.

Specialization Course Options (Pick 1):

English language development and delivery of comprehensive instruction for English learners. Strategies for implementing state adopted standards for ELD in language and content areas.

Dual language instructional methods, modeling oral and written grammatical structures. Language acquisition strategies for English and Spanish in K-12 grades. Emphasis on written structures for academic literacy.

Conventions of scholarly writing appropriate for student papers, theses, or academic journal articles. Development of research questions and literature reviews as appropriate for students’ disciplines. Revision of current or previous course papers according to disciplinary conventions.

 Meet with advisor

SPRING 1

Formal and informal policies related to education of linguistically diverse students at micro/macro level and in school contexts; analysis of bilingual and cross-cultural issues in cognition and literacy.

Specialization Course Options (Pick 1):
Theories and methods of assessment and evaluation of diverse student populations including authentic and traditional models. Procedures for identification, placement, and monitoring of linguistically diverse students. Theories, models, and methods for program evaluation, achievement, and decision making.

Additional options for a DLE Specialization course at 500-700 level. DLE 603, DLE 652 and DLE 686 are offered on a rotating basis.

Linguistic and cultural diversity of school and community. Development of community sociocultural scan; home and school collaboration; effects of home and school collaboration on achievement; responsibility of parent caretaker, stakeholder for student success.

Research in literacy and multi-cultural curriculum theories, methods, and teaching connected to community, school, and personal literacies. Literacy practices for educating diverse students; varying definitions of literacy and social-political contexts of literacy curriculum.

Topics dealing with current issues in multicultural education. Can be retaken for credit with new theme.

SUMMER 2

Must take ED 690 Methods of Inquiry if not already taken in Summer 1

Consult the MA advisor about the best time to take ED 690.

FALL 2

Curriculum development through lens of critical theory and action research. Principles of curriculum, instruction, and programs contextualized and with regard to particular educational institutions or work sites from a social justice perspective.

Specialization Course Options (Pick 1):

English language development and delivery of comprehensive instruction for English learners. Strategies for implementing state adopted standards for ELD in language and content areas.

Dual language instructional methods, modeling oral and written grammatical structures. Language acquisition strategies for English and Spanish in K-12 grades. Emphasis on written structures for academic literacy.

Meet with advisor

SPRING 2

An intensive study in selected areas of education culminating in a written project.

Specialization Course Options (Pick 1):

DLE 603, DLE 652 and DLE 686 are offered on a rotating basis.

Theories and methods of assessment and evaluation of diverse student populations including authentic and traditional models. Procedures for identification, placement, and monitoring of linguistically diverse students. Theories, models, and methods for program evaluation, achievement, and decision making.

Linguistic and cultural diversity of school and community. Development of community sociocultural scan; home and school collaboration; effects of home and school collaboration on achievement; responsibility of parent caretaker, stakeholder for student success.

Research in literacy and multi-cultural curriculum theories, methods, and teaching connected to community, school, and personal literacies. Literacy practices for educating diverse students; varying definitions of literacy and social-political contexts of literacy curriculum.

Topics dealing with current issues in multicultural education. Can be retaken for credit with new theme.

SUMMER 3

An intensive study in selected areas of education culminating in a written project.

 

Learning Outcomes

Also known as Knowledge Dispositions and Skills (KDS)

  • Develop a roadmap toward their ideological clarity as it relates to and informs their classroom practice.
  • They know who they are as teachers, their personal beliefs about teaching and learning, and how this affects the students that they teach.
  • This involves self-knowledge and dispositions that ensure that educators have a strong belief in the worth of all students and their ability to achieve.

Course aligned with Standard 1: DLE 600

  • Possess the theoretical knowledge on important socio-political issues and tensions surrounding language policy. Be conversant in bilingual education models and their history.
  • Recognize their role as advocates for English and dual language learners in their classrooms and school communities.
  • Promote dual language learner student success through standards based instruction in Spanish and English.
  • Create rich, authentic opportunities for students to read, write, speak, listen and think critically using the appropriate, grade-level academic language in order to develop biliteracy/bicognition in English and two or more additional languages.

Courses aligned with Standard 2: DLE 553, DLE 604, DLE 650, DLE 651, DLE 652, DLE 653

  • Recognize that complex social relationships dictate equitable access to knowledge and power inside and outside of the classroom.
  • Build authentic relationships by engaging in community scans and asset mapping to gain first hand information of community and students’ funds of knowledge
  • Advocate with and alongside communities on community driven transformative change.

Course aligned with Standard 3: DLE 651, DLE 603

  • Are committed to creating inclusive learning communities, where teacher, school leadership, student, and parent each play an integral role in supporting student success.
  • Consider students’ cultural and linguistic background as assets.
  • Use data on learning outcomes and performance, to inform differentiation and personalization of each student’s instruction and services, and create partnerships between home and school.

Courses aligned with Standard 4: DLE 600, DLE 601, DLE 604, DLE 651, DLE 686

  • Model and acquire teaching principles of global competence through respect of linguistic and cultural diversity in the classroom, school, and community.
  • Develop and enact 21st century pedagogies.
  • Analyze how ideologies, politics, standards and assessment impact education for language and literacy development.
  • Analyze the politics of literacy and language acquisition in education for diverse learners; and gain a global perspective on multilingualism and society.

Courses aligned with Standard 5: DLE 553, DLE 601, DLE 686, LING 505

  • Addresses research skills, knowledge and ability to design and implement research and change from a stakeholder and social justice perspective.
  • Demonstration of knowledge; expertise and ability to implement research skills including, but not limited to qualitative and quantitative data collection, focus groups, interviews, historical data review and ethnographic processes.

Courses aligned with Standard 6: DLE 650, ED 690, ED 795A, ED 795B, LING 505

Curriculum Alignment Matrix

Learning Outcomes DLE 553  DLE 600 DLE 601 DLE 603 DLE 604  DLE 650 DLE 651 DLE 652 DLE 653 DLE 686 ED 690 ED 795A ED 795B LING 505
 1    X                        
 2  X        X  X X  X  X          
 3          X                
 4    X X   X    X      X        
 5 X    X              X       X
 6            X         X X X X