Program type:


On Campus
Est. time to complete:

3-4 years
Credit Hours:

Gain new perspectives on education and become a leader in research and pedagogy.
UNT's Curriculum and Instruction Ph.D. with a concentration in Language and Literacy Studies focuses on theories, practices and policies associated with language and literacy in preparing scholars, researchers and educational leaders. The program improves educational practice through generating new knowledge and service to educational institutions, governmental agencies and practitioners at all levels of education through theory-driven research. Faculty members acknowledge the complex role of language and culture in literacy as they mentor literacy leaders.

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Why Earn a Language and Literacy Curriculum and Instruction Studies Ph.D.?

The Curriculum and Instruction doctoral program at the University of North Texas is a research-intensive program.

Our faculty members have a wide range of interests in their specialization areas. Their research interests span from curriculum integration to technology to language and literacy issues, all across a diverse range of grade levels and populations.

UNT provides a wide variety of services exclusively to graduate students. The Graduate Student Writing Support office can help you with writing, and the Center for Interdisciplinary Research offers assistance with statistical research.

Marketable Skills
  • Lead learning organizations
  • Use theory, research, best practices
  • Engage community for social justice
  • Develop organizational agendas promoting success
  • Manage resources/services promoting success

Language and Literacy Curriculum and Instruction Studies Ph.D. Highlights

Receive a firm grounding in educational theory, pedagogical practice and research methodology.
Engage in educational efforts focused on social justice and equity.
Develop research agendas to pursue your professional career.
Prepare to be a leader in research and pedagogy.
Gain an integrative perspective on education.

What Can You Do With a Language and Literacy Curriculum and Instruction Studies Ph.D.?

The Doctor of Philosophy degree in Curriculum and Instruction prepares graduates for careers as scholars, researchers or teacher educators in higher education or to hold research-oriented leadership positions.

Language and Literacy Curriculum and Instruction Studies Ph.D. Courses You Could Take

Culture, Identity and Education (3 hrs)
Examination of conceptions of culture and notions of multiculturalism, interculturalism and transculturalism in education. Attention is on related concepts, especially social identity, and on the conduct of research in various sociocultural contexts.
Theoretical Foundations for Educational Studies (3 hrs)
Theoretical perspectives of major importance in educational studies today. Attention is given to the contexts in which the theories have developed, to the major claims that are made and to the means by which the claims are supported.
Research Design in Literacy and the Language Arts (3 hrs)
Critical examination and application of research approaches taken in contemporary literacy and language arts research and the related theoretical and philosophical perspectives. Emphasizes the design of literacy research on selected topics and supports students’ design and development of research projects.
Politics of Literacy (3 hrs)
Investigation of significant policy documents that influence the field of literacy education. Along with building historical background, this course engages in critique and interpretation of policy from varying theoretical perspectives. Connections between research and policy, implications for district and campus decision-making, and opportunities for advocacy and policy development are included.
Survey of Literacy Research (3 hrs)
Survey and critique of significant literacy-related research from an historical perspective with attention to trends and methodological issues. Focus on seminal works, related theoretical models, and major researchers and their contributions.
Traditions of Inquiry (3 hrs)
History, theoretical assumptions and methodological issues associated with major traditions of inquiry in educational studies.

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