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 Education 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 MEd candidates to gain clarity in life, valuable teaching experience, connections, and employability through authentic lessons and dedicated support. A majority of the MEd 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.)

Decades of Indigenous advocacy has led to a nascent but growing awareness in Canada about Indigenous languages and the impact of settler colonialism on them. While Indigenous languages have long been an area of study in linguistics, historically the relationship between Indigenous communities and linguists has been fraught and characterized by colonial dynamics. Today, many Indigenous communities, organizations, and groups are working creatively in under-resourced situations to increase knowledge and use of Indigenous languages and restore intergenerational transmission. There has been an increasing amount of scholarship related to these efforts—often referred to as Indigenous Language Revitalization—which employs diverse methodologies and falls within diverse strands of linguistics.

The purpose of this course is to facilitate students' critical engagement with scholarship from the field of Indigenous language revitalization, with a focus on Indigenous communities and languages from the lands now known as Canada. Through this course, students will deepen their understandings of the unique and complex challenges that Indigenous communities face in learning, teaching, and reclaiming Indigenous languages within the context of ongoing settler colonialism. Through the course, we will also consider the role of research within Indigenous language revitalization.

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.

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 second language education not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL3998, which is normally conducted on a tutorial basis.)

A course designed to permit the study of a specific area of curriculum or instruction not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL1798-Individual Reading and Research in Curriculum: Master's Level, which in the Department of Curriculum, Teaching and Learning is normally conducted on a tutorial basis.)

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-Individual Reading and Research in Language and Literacies Education: Master's Level, which is normally conducted on a tutorial basis.)

A course designed to permit the study of a specific area of teaching not already covered in the courses listed for the current year.

A course designed to permit the study (in a formal class setting) of a specific area of curriculum or instruction not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL1998-Individual Reading and Research in Curriculum: Doctoral Level, which in the Department of Curriculum, Teaching and Learning is normally conducted on a tutorial basis.)

A course designed to permit the study (in a formal class setting) of specific areas of second language education not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL3998-Individual Reading and Research in Language and Literacies Education: Doctoral Level, which is normally conducted on a tutorial basis.)

This course is an introduction to education approaches and the role of the teacher in using research, theory, literature and multi-modal texts to teach and assess literacy and to support students' literacy across the curriculum in K-10 classrooms. This course is normally open only to students in the Teaching program.

This course will enable teacher candidates to analyze the interrelated legal and ethical conditions that shape the classroom context specifically and educational change generally. The Ontario College of Teachers regulations and professional misconduct policies and procedures will be studied. Topics include leadership theories, the legal context of education, parental participation, and the influence of collegial relationships with students, parents, community, government and social business agencies upon the classroom and the school. This course is normally open only to students in the Teaching program.

An introduction to education techniques and the role of the teacher in implementing, evaluating and designing mathematics curricula for students in grades K to 10. Additionally, the course explores methods for curriculum planning and development including practical assessment strategies. This course is normally open only to students in the Teaching program.

This first year course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher Candidates are under the joint supervision of a field teacher on site and an academic staff member at OISE. The teacher candidates will have one placement in each of their divisions. This course is normally open only to students in the Teaching program.

In this second year course, teacher candidates are placed in partnership schools in public and separate school systems and in other settings that use the Ontario curriculum. Teacher candidates are under the joint supervision of field teachers on site and an academic staff member at OISE. Teacher candidates may have experience in one or both of their divisions. They may be placed in special education, library or specialist classrooms in their last placement. This course is normally open only to students in the Teaching program.

Educational Research 1 is a graduate seminar designed to foster MT candidates’ research literacy and deepen their understanding of the role that research plays in the field of education. Candidates learn how to access, interpret, synthesize, and critically evaluate research literature. This course is designed to develop candidates’ identities as teacher-researchers who engage in critical inquiry as a key component of their professional practice. Research for educational equity and social justice is integral to the course. The course facilitates examination of the politics of knowledge production and use, as well as citation practices. Candidates learn how to examine power dynamics between researcher and researched, and are guided toward deepening their understanding of researcher subjectivities and research as relational. Candidates are provided with opportunities to critically reflect on how their positionality shapes their identities and practices as teacher-researchers. Throughout the course, candidates review the research literature in an area of education that interests them. The culminating assignment of the course is a 3750-5000-word research paper. Educational Research 1 (CTL7006H) is a prerequisite for Educational Research 2 (CTL7015H).

This course presents an overview of the basic concepts, practices, and current research associated with effective assessment and evaluation in Ontario classrooms. Teacher candidates will develop an understanding of Ontario curriculum and policy documents as relevant to the professional obligations of student assessment and evaluation, grading and reporting. Examination of effective strategies of assessment for, as, and of learning is at the core of this course. Drawing on current research, attention may be given to topics such as validity and reliability, assessment tool design, success criteria, quality feedback, performance assessment, authentic assessment, portfolios, self-evaluation, data gathering and management, standardized testing in provincial or large-scale assessments, as well as assessment related beliefs, attitudes, and issues of psychological well-being. Related issues of equity and a critical stance are infused and discussed throughout the course.

This course is normally open only to students in the MT program. Students may not take CTL 1019.