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ELT Theses and Dissertations

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Linguistics and English Language PhD thesis collection

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This is a selection of some of the more recent theses from the department of Linguistics and English Language.

The material in this collection must be cited in line with the usual academic conventions. These theses are protected under full copyright law. You may download it for your own personal use only.

Recent Submissions

Reconstructing the left peripheries of proto-indo-european , from cognition to word order universals: an artificial language learning approach , cognitive biases in competition: innovation and the evolution of language structure , learning to lose: the role of input variability in the loss of v2 , semantics of nominal and clausal embedding: how (not) to embed a clause and why , information structure of complex sentences: an empirical investigation into at-issueness , 'ane end of an auld song': macro and micro perspectives on written scots in correspondence during the union of the parliaments debates , intervention, participation, perception: case studies of language activism in catalonia, norway & scotland , aspects of cross-variety dinka tonal phonology , attitudes and perceptions of saudi students towards their non-native emi instructors , explanatory mixed methods approach to the effects of integrating apology strategies: evidence from saudi arabic , multilingualism in later life: natural history & effects of language learning , first language attrition in late bilingualism: lexical, syntactic and prosodic changes in english-italian bilinguals , syntactic change during the anglicisation of scots: insights from the parsed corpus of scottish correspondence , causation is non-eventive , developmental trajectory of grammatical gender: evidence from arabic , copular clauses in malay: synchronic, diachronic, and typological perspectives , sentence processing in first language attrition: the interplay of language, experience and cognitive load , choosing to presuppose: strategic uses of presupposition triggers , mechanisms underlying pre-school children’s syntactic, morphophonological and referential processing during language production .

Dissertations for English Language Teaching (ELT)

Permanent uri for this collection, recent submissions.

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PhD in Language, Literacy, and Culture

Explore the impact of teaching and learning through the interconnection of culture, language, and literacy.

The PhD in Language, Literacy, and Culture (LLC) is focused on the study of cultural, linguistic, social, psychological, and political perspectives on teaching, learning, and teacher education.

LLC is an expansive scholarly landscape that provides opportunities for students to conduct research that will transform education.

Doctoral students in the LLC program pursue their questions and interests and collaborate with faculty on research projects and in teaching undergraduate and graduate courses.

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Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

Full-time or Part-Time

4 to 5 years on average

Enrollment Term

Admissions Deadline

Admissions Requirements

No GRE Exam is required

Program Overview

The PhD in Language, Literacy, and Culture is for students who aim to conduct research on the interconnection of culture, language, and literacy in both formal and informal educational settings.

The goal of the LLC program is to develop interdisciplinary knowledge complemented by specialized knowledge of teaching and learning in foreign and second language, literacy, social studies, and early childhood education.

We frame the exploration of teaching and learning within perspectives that promote equity, social justice, and democratic values. Students engage closely with and learn from faculty who conduct research in the field and have a strong commitment to high-quality teaching.

Word Cloud – Publications

Download program flyer

View Examples of Student Dissertations and Milestone Papers

The dissertations and milestone papers listed below indicate the range of research interests and topics pursued by current and former LLC students:

• Susanna Benko : “Teaching to the Task: Preservice Teachers’ Instruction for Cognitively Demanding Writing Assignments”
• Melissa M. Brydon : “The Effect of Rich Instruction on the Vocabulary Acquisition of Preschool Dual Language Learners”
• James S. Chisholm : “Leveraging Adolescents’ Multimodal Literacies to Promote Dialogic Discussions of Literature in One Secondary English Classroom”
• Michelle Cianciosi-Rimbey : “An Investigation of a Cross-Content Academic Vocabulary Intervention in an Urban Middle School”
• Kristin Davin : “Group Dynamic Assessment in an Early Foreign Language Learning Program: Tracking Movement through the Zone of Proximal Development”
• April Mattix Foster : “The Orphan Among Us: An Examination of Orphans in Newbery Award Winning Literature”
• Maria Genest : “The Nature of Cooperating Teacher Feedback about Preservice Teachers’ Read Aloud Enactments”
• Hyeju Han : “Middle School Students’ Use of Cognitive and Sociocultural Resources During an Examination of a Contested Topic in a Digital Space”
• Jessica Haselkorn : “Investigation of Pre-Service Social Studies Teachers’ Beliefs about Global Education: Evidence from Personal Narratives of Learning and Teaching”
• Corey Humphrey : “I am from the hills of West Virginia”: A Case Study of Literacy Teaching and Learning in a Rurban West Virginia High School English Classroom”
• Adam Loretto : “How Sponsors Influence Students’ Writing Practices in an Eighth Grade English Language Arts Classroom”
• Erika Abarca Millán : “Equitable Access to Higher Education in Chile: An Analysis of Special-Access Students’ Reported Experiences at University”
• Chris Olshefski : “Functions of Religious Literacy in Literary Discussions of National Board-Certified English Teachers”
• Kathleen A. Ramos : “Teaching Persuasive Argument Essay Writing to Adolescent English Language Learners through the Reading to Learn Approach”
• Karen Rissling : “The Perceptions of High School Students from Refugee, Immigrant, and visiting Professional Families about Their School Experiences in Pittsburgh”
• Terrence Zhang : “How Feedback on Writing Quality and Feedback on Prior Revisions Shape Post-Secondary ESL Students’ Revisions on an Expository Writing Task”

"What attracted me to the program was the ability to confront injustice and inequity in Appalachian settings, and to learn how to make change through literacy teaching and learning." Corey Humphrey - Pitt alumni

Take the Next Step

Prerequisites

There are no specific prerequisites for this degree, but interested students should verify that they fulfill the PhD admissions requirements .

The PhD major in Language, Literacy, and Culture (LLC) is a 90-credit program.

The curriculum consists of study through research methods, first-year seminars, research and teaching practicums, electives, writing workshops, and an original dissertation created by the student.

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Degree Requirements

The degree requirements are found in the Language, Literacy, and Culture Student Handbook (PDF)

Career Pathways

Through a combination of coursework, research collaborations with faculty, and teaching and supervision practicum experiences, students are prepared for careers such as:

• Research and teaching universities
• Research institutes
• Educational non-profits
• Educational consulting

Program Faculty

Tinukwa Boulder

Patricia A. Crawford

M. Beatrice Dias

Martez Files

Amanda Godley

Katrina Bartow Jacobs

Lindsay Clare Matsumura

Emily C. Rainey

Khirsten L. Scott

Veena Vasudevan

Program News

Alumna Receives ACTFL Award for World Language Teacher Education

Alumna Receives ACTFL Award for World Language Teacher Education - Read more

PhD Alumnus Chris Olshefski Receives AERA Research Award

PhD Alumnus Chris Olshefski Receives AERA Research Award - Read more

Professor Honored With National Literacy Research Award

Professor Honored With National Literacy Research Award - Read more

Professor Honored for Literacy Work with Refugee Youth

Professor Honored for Literacy Work with Refugee Youth - Read more

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Language Education and Multilingualism, PhD

VIRTUAL OPEN HOUSE Thursday, Nov. 9 Event Details Register Now

Our doctoral program in language education and multilingualism focuses on preparing you for research, teaching and administrative posts in colleges and universities, and for positions of educational leadership in the schools or in state education departments. The mission of our program is to foster the development of foreign/second/bilingual language education practitioners and researchers who can understand and analyze language teaching and learning, and language policy to improve language and content teaching and learning in diverse educational contexts.

On this page:

Why language education and multilingualism at ub.

The features of our program include:

• becoming familiar with groundbreaking inquiry processes and research methodologies
• carrying out principled, meaningful and rigorous research and applying it to real-world educational challenges
• collaborating with internationally recognized scholars who mentor students to engage in research studies
• developing an understanding of language theory and an ability to thoughtfully apply this theory
• engaging in scholarship that involves participation in the exchange of ideas and advancement of the field as a whole
• preparing scholars and educational leaders to pursue careers in academia, and occupy positions of leadership in American and global universities and colleges

Program Overview

Career Opportunities

You'll find our alumni leading their field as:

• deans of schools of education
• faculty and researchers in national and international universities and colleges
• federal, state and districtwide administrators of English as a second language, foreign and multilingual education
• international school administrators
• provosts and deans of international education
• scholars in foreign and second language education

Program Coursework

Your program of study requires 72 credit hours:

• Concentration — 24 credit hours 
• Research — 28 credit hours (21 credits of courses, 6 hours of research component/practicum, 1 credit of research analysis exam)
• Dissertation — 10 credit hours
• Relevant master's degree courses — 10 credit hours

Program Faculty

Tasha Austin

Assistant Professor Learning And Instruction

505 Baldy Hall Buffalo, NY 14260 Buffalo, NY 14260

Phone: 716-645-2455

Email: [email protected]

Janina Brutt-Griffler

Professor Learning And Instruction

562 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4066

Email: [email protected]

Erin Kearney

554 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4058

Email: [email protected]

Lilliam M. Malave Lopez

Associate Professor Learning And Instruction

553 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4060

Email: [email protected]

Lynne R. Yang

Clinical Associate Professor Learning And Instruction

586 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-3502

Email: [email protected]

Application Requirements

If you do not already hold a master's degree, you will be considered for admission if you have completed an otherwise field-relevant and highly rigorous undergraduate degree program or a collection of graduate courses not leading to a degree.

In an effort to make the application process more equitable, the GRE/MAT is no longer required for admissions consideration. If you still plan to take the GRE/MAT exam, you can send your scores through the testing agency, and they will automatically be added to your application; however, they are not required for admission consideration to this program.

Submit your completed online application, which includes:

• Application fee:  A $50 non-refundable application fee, submitted electronically through UB's ePayment system.
• Contact information for two individuals  who will each be asked to provide an electronic recommendation letter.
• Unofficial transcripts  from all colleges attended. (UB transcripts are automatically submitted for current UB students and alumni.)
• Sample of academic writing:  A sample of your academic writing (e.g., master's thesis, professional publication).
• Statement of interest:  Statement of your educational and career goals and objectives.

Admission Interview:  An interview is required to be considered for admission to this program.

Former/Maiden Name:  Please provide us with your former/maiden name if you have one. When requesting transcripts, please ask the sending institution to indicate your current name and former/maiden name.

Admissions Decision: The admissions decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.

In-State Residency Tuition

In order to qualify for the in-state residency tuition rate, you must provide residency documentation indicating you have lived in New York State (NYS) 12 months before your semester start date.

If accepted, you will need to upload three documents to qualify for the in-state tuition rate. See  Required Documents for Residency Application  for more information. 

International Applicant Additional Requirements

• Official original proof of your degree
• A copy of your passport biographical page
• TOEFL minimum score is 250 for computer-based test, 600 for paper- based test and 96 for internet-based test 
• IELTS minimum score is 7.0 overall
• PTE minimum score is 55 overall
• Financial documentation:   International graduate applicants must document their ability to pay for all costs incurred while studying in the U.S.
• An official bank statement

All financial forms and supporting documentation with required signatures must be uploaded with your application and dated within one year of your intended enrollment date.

We have a collection of frequently asked questions that may help you. If your questions are still unanswered, we are glad to help! Contact our admission office .

Questions About the Admission Process?

Office of Graduate Admission Graduate School of Education 366 Baldy Hall, North Campus 716-645-2110 [email protected]

Chat with a Student Ambassador

EWU Digital Commons

Home > College, Department, or Program > CALE > English > TESL Theses

Teaching English as a Second Language Masters Thesis Collection

Theses/dissertations from 2020 2020.

Teaching in hagwons in South Korea: a novice English teacher’s autoethnography , Brittany Courser

Theses/Dissertations from 2019 2019

“Racism doesn’t exist anymore, so why are we talking about this?”: An action research proposal of culturally responsive teaching for critical literacy in democratic education , Natalie Marie Giles

Stylistic imitation as an English-teaching technique : pre-service teachers’ responses to training and practice , Min Yi Liang

Telling stories and contextualizing lived experiences in the Cuban heritage language and culture: an autoethnography about transculturation , Tatiana Senechal

“This is the oppressor’s language, yet I need it to talk to you”: a critical examination of translanguaging in Russian speakers at the university level , Nora Vralsted

Theses/Dissertations from 2018 2018

Multimodal Approaches to Literacy and Teaching English as a Foreign Language at the University Level , Ghader Alahmadi

Educating Saudi Women through Communicative Language Teaching: A Bi-literacy Narrative and An Autoethnography of a Saudi English Teacher , Eiman Alamri

The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher , Ibrahim Alamri

Strategic Contemplation as One Saudi Mother’s Way Of Reflecting on Her Children’s Learning Only English in the United States: An Autoethnography and Multiple Case Study of Multilingual Writers at the College Level , Razan Alansari

“If you wanted me to speak your language then you should have stayed in your country”: a critical ethnography of linguistic identity and resiliency in the life of an Afghan refugee , Logan M. Amstadter

Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach , Carol Lee Anderson

Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity , Patrick Cornwall

One size does not fit all: exploring online-language-learning challenges and benefits for advanced English Language Learners , Renee Kenney

Understanding the potential effects of trauma on refugees’ language learning processes , Charis E. Ketcham

Let's enjoy teaching life: an autoethnography of a novice ESL teacher's two years of teaching English in a private girls' secondary school in Japan , Danielle Nozaka

Developing an ESP curriculum on tourism and agribusiness for a rural school in Nicaragua: a retrospective diary , Stan Pichinevskiy

A Literacy Narrative of a Female Saudi English Teacher and A Qualitative Case Study: 12 Multilingual Writers Identify Challenges and Benefits of Daily Writing in a College Composition Class , Ghassoon Rezzig

Proposed: Technical Communicators Collaborating with Educators to Develop a Better EFL Curriculum for Ecuadorian Universities , Daniel Jack Williamson

Theses/Dissertations from 2017 2017

BELL HOOKS’ “ENACTMENT OF NON-DOMINATION” IN THE “PRACTICE OF SPEAKING IN A LOVING AND CARING MANNER”: AN AUTOETHNOGRAPHY OF A SAUDI “WIDOW’S SON” , Braik Aldoshan

WHEN SPIRITUALITY AND PEDAGOGY COLLIDE: ACKNOWLEDGING RELIGIOUS BELIEFS AND VALUES IN THE ESL CLASSROOM , Carli T. Cumpston

HERITAGE LANGUAGE MAINTENANCE: A MEXICAN AMERICAN MOTHER’S SUCCESS WITH RAISING BILINGUAL CHILDREN , Maria E. Estrada-Loehne

TEACHING THE BIOGRAPHY OF PEARL S. BUCK: DEVELOPING COLLABORATIVE READING STRATEGIES FOR MULTILINGUAL WRITERS , Nichole S. La Torre

An Autoethnography of a Novice ESL Teacher: Plato’s Cave and English Language Teaching in Japan , Kevin Lemberger

INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS , Aiko Nagabuchi

A TRIPLE CASE STUDY OF TWO SAUDI AND ONE ITALIAN LANGUAGE LEARNERS' SELF-PERCEPTIONS OF TARGET LANGUAGE (TL) SPEAKING PROFICIENCY , Jena M. Robinson

Theses/Dissertations from 2016 2016

"I am from Epifania and Tomas": an autoethnography and bi-literacy narrative of a Mexican American orchard workers' daughter , Brenda Lorena Aguilar

Technology use in young English language learners: a survey of Saudi parents studying in the United States , Hamza Aljunaidalsayed

Bilingualism of Arab children in the U.S.: a survey of parents and teachers , Omnia Alofii

College-level ELLs in two English composition courses: the transition from ESL to the mainstream , Andrew J. Copley

Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis , Sony Nicole De Paula

Multilingual writers' unintentional plagiarism: action research in college composition , Jacqueline D. Gullon

Games for vocabulary enrichment: teaching multilingual writers at the college level , Jennifer Hawkins

Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives , Amber D. Pullen

Saltine box full of dreams: one Mexican immigrant woman's journey to academic success , Adriana C. Sanchez

Theses/Dissertations from 2015 2015

Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers , Kelly G. Hansen

Implementing a modified intercultural competency curriculum in an integrated English 101 classroom , Kathryn C. Hedberg

"Don't wake me, my desk is far too comfortable": an autoethnography of a novice ESL teacher's first year of teaching in Japan , Delaney Holland

ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors , Michael E. Johnson

Theses/Dissertations from 2014 2014

Using Media to Teach Grammar in Context and UNESCO Values: A Case Study of Two English Teachers and Students from Saudi Arabia , Sultan Albalawi

A Double Case Study of Latino College Presidents: What Younger Generations Can Learn From Them , Sara Aymerich Leiva

WRITTEN CORRECTIVE FEEDBACK IN THE L2 WRITING CLASSROOM , Daniel Ducken

Academic Reading and Writing at the College Level: Action Research in a Classroom of a homogeneous Group of Male Students from Saudi Arabia , Margaret Mount

Reflections on Teaching and Host Mothering Chinese Secondary Students: A Novice ESL Teacher’s Diary Study and Autoethnography , Diane Thames

Theses/Dissertations from 2013 2013

Peer editing in composition for multilingual writers at the college level , Benjamin J. Bertrand

Educating Ana: a retrospective diary study of pre-literate refugee students , Renee Black

Social pressure to speak English and the effect of English language learning for ESL composition students in higher education , Trevor Duston

Poetry in translation to teach ESL composition at the college level , Peter M. Lacey

Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition , Pui Hong Leung

Learning how to learn: teaching preliterate and nonliterate learners of English , Jennifer L. Semb

Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States , Nicholas Stephens

Teaching English in the Philippines: a diary study of a novice ESL teacher , Jeffrey Lee Svoboda

ARABIC RHETORIC: MAIN IDEA, DEVELOPMENT, PARALLELISM, AND WORD REPETITION , Melissa Van De Wege

Theses/Dissertations from 2012 2012

Video games and interactive technology in the ESL classroom , Melody Anderson

English as a second language learners and spelling performance in university multilingual writers , Nada Yousef Asiri

The communal diary, "... " (Naljeogi), transformative education, and writing through migrations: a Korean novice ESL teacher's diary and autoethnography , S. (Sangho) Lee

The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL , Bergen Lorraine McCurdy

The development and analysis of the Global Citizen Award as a component of Asia University America Program at Eastern Washington University , Matthew Ged Miner

The benefits of art analysis in English 101: multilingual and American writers respond to artwork of their choice , Jennifer M. Ochs

A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self" , Christopher Ryan

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College of Education and Human Development

Department of Curriculum and Instruction

Multilingual education PhD

The PhD program in multilingual education offers students the opportunity to research language use, teaching, learning, and policy. The ideal candidates for the program have a master’s degree in a related field and at least three years of teaching experience, with interests in furthering education and research in multilingual education.

Graduates leave the program prepared for research and teaching careers in higher education, and as policy leaders and language specialists in a variety of settings.

Quote from Zhongkui Ju, PhD 2019

The program has helped me construct knowledge about language education from very different perspectives—as both a researcher and an advocate for bilingual and minority language education. Zhongkui Ju, PhD 2019

PhD curriculum

Your PhD coursework will center on your research interests. The program consists of 48 course credits and 24 doctoral thesis credits for a total of 72 credits. 

Students take classes in research methodology, multilingual education and acquisition, and a supporting academic area. 

You will plan your PhD curriculum based upon your research interests with your faculty adviser. To see curriculum requirements in detail, visit the course catalog , find Requirements > Program Sub-plan Requirements > Second Language Education. 

Research opportunities

Students can engage in research that advances the field of multilingual education and ties into their area of interest. Faculty advisers work closely with each student to achieve research and educational goals and improve educational opportunities for students. Learn more about the student research experience in the Department of Curriculum and Instruction.

Examples of recent student dissertations:

Revitalizing language, reframing expertise: An ecological study of language in one teacher-learner’s Ojibwe classroom

Migrant adult learners and digital literacy: A collaborative study for sustainable change

Recuperating heritage languages, becoming transformative educators: Multilingual teachers and students of color transforming schools

Student oral proficiency in grade three Spanish immersion: linguistic diversity, student interaction, and differentiated scaffolding

Language instructors learning together: lesson study in higher education

Career outlook

Graduates of the program have assumed positions as university faculty, instructional leaders in the public schools, curriculum development specialists, and assessment specialists. Recent graduates have found employment in the following positions:

Augsburg College

Colby College

Hamline University

Indiana University

Minnesota State Universities

Monterey Institute of International Studies

New York University

Osaka University Japan

University of Alberta

University of Iowa

Warsaw University

Martha Bigelow Martha Bigelow

• Carmen Starkson Campbell Endowed Chair for Innovation in Teacher Development
• she, her, hers
• 612-624-7087
• [email protected]

My research interests span fields of education, applied linguistics, and cultural studies.

Blanca Caldas Chumbes Blanca Caldas Chumbes

• Associate Professor
• [email protected]

Blanca Caldas is an assistant professor in Multilingual Education and Elementary Education—College of Education and Human Development at The University of Minnesota Twin Cities. She completed her Ph.D.

Samuel David Samuel David

• Assistant Professor
• he, him, his
• [email protected]

My work as both a teacher and researcher at the University of Minnesota are centrally concerned with improving instruction for minoritized multilingual students across diverse classroom contexts.

Mary Hermes Mary Hermes

• 612-624-3082
• [email protected]

Mary Hermes' research focuses on language revitalization and how it can connect people to the land and the planet. She explores different ways of knowing and being through feminist and indigenous lenses.

Kendall King Kendall King

• Professor of Multilingual Education, Associate Dean for Graduate Education and Faculty Development
• 612-625-3692
• [email protected]

Schools play a crucial role in determining the life trajectories of minoritized language students as well as the status of minoritized languages and the future of linguistic diversity.

Karla Stone Karla Stone

• Senior Lecturer
• 612-626-0319
• [email protected]

Dr. Karla Stone is a Senior Lecturer in Multilingual Education at the University of Minnesota, Twin Cities. In that role, she coordinates the initial license and M.Ed. program for MN K-12 ESL and World Language teacher candidates.

How to apply

Application deadline and instructions.

Priority deadline : December 1 for admission to the fall of the following year Admissions decisions : January

Applications submitted after this date are considered on a case-by-case basis and may not be reviewed until the following year. Faculty review applications in mid-late December, and the Graduate School will notify applicants about admission decisions shortly thereafter. Final admission decisions are based on complete applications. All application materials must be included for the application to be released for review.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator . If you are a returning Graduate School student, follow the Readmission guidelines . If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

• Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
• Research Assistantships
• Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
• Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
• Find more detailed federal financial aid and graduate tuition information.
• Financial support through Teaching Assistantships in MELP , the Writing Center , or the undergraduate TESL program.
• Fellowships such as FLAS

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

• Evidence of strong interest in research and in the development of research competencies
• Evidence of substantial experience in the discipline
• Strong writing skills
• Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

• Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
• CI Application Form . Upload in the graduate program additional materials section.
• Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2025.

Required written statements

• Why you want to study in our department
• What strengths, expertise, and research experience would contribute to your success in our program
• Your professional goals for pursuing a research-focused degree
• Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
• Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
• Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Program Coordinator .

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

• An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
• TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

Request information

We’re here to help. Simply complete one of these forms and a member of our department will be in touch

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Applied Drama in English Language Learning (PhD Thesis)

This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning. The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field. A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements. The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia. The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.

Related Papers

Shin-Mei Kao

New Zealand Journal of Research in Performing Arts and Education: Nga Mahi a Rehia

Abdullah Mohd Nawi

The term ‘creativity’ is a term that has been used in many different contexts, carrying with it as many different meanings (Starko, 2005), from the Renaissance definition of being able to imitate works of art (Weiner, 2000) to its contradictory meaning we generally apply today, described by Perkins (1988, p. 311) as: “(a) A creative result is a result both original and appropriate, (b) A creative person – a person with creativity – is a person who fairly routinely produces creative results”. In this article I attempt to explore its application in language teaching and learning through the use of drama in English language learning, where it will reflect on two drama units from two research projects, one in New Zealand and the other in Malaysia. I will then propose a model that explores some of the complexities found in the relationship between drama and creative language learning, and suggests reflective questions a teacher can use to be critical of his or her teaching practice.

Susan Hillyard

This article relates a personal pedagogy, derived from matching the practice of Educational Drama to the theory of Second Language Acquisition (SLA), in five different countries with over 32 different nationalities. Those different nationalities comprised all ages, all levels, all abilities, including SEN (special educational needs) students in many different institutions from international schools, bilingual schools, and institutes, to state schools and hospital schools including one psychiatric hospital centre for teens. The conclusion is that, in the hands of an accomplished teacher armed with a tool kit of strategies for a myriad of contexts, ages and abilities, drama can solve many of the problems faced by ELT teachers around the world today.

terengganu.uitm.edu.my

abdullah mat nawi

International Journal of English Language & Translation Studies Vol-2, Issue-1

International Journal of English Language and Translation Studies

It is argued that learning the importance of positive reinforcement and unlearning the de-motivating and unfruitful experiences of one’s life can help students cope up with the existing inhibition about learning a foreign language and, in turn, can motivate them to do something productive and creative. In this respect, the role of drama, in EFL classroom, has been debated and recommended for achieving the intended effects. However, it has also been suggested that the motive of teaching a foreign language like English, through drama, is not to make the young learners professionals in acting but to provide an aid to learn and rehearse the language in its given framework. Exploring such arguments in support of the use of drama in EFL classroom, the present paper highlights the benefits of using drama as a teaching methodology so as to help the students in speaking in English and help them think ‘out of the box’. The practical application of the language in real-life situations is also suggested and recommended based upon the findings of the study. As the use of drama, in EFL classroom, has many benefits for EFL learners, attempt has also been made to investigate, discuss and explore different techniques and methods through which drama can be successfully introduced and incorporated in the foreign language classrooms for effective, motivating and interesting teaching and learning. Keywords: EFL classroom, communication skills, practicing speaking, benefits of drama, Teaching methodology

Adriana Dervishaj

Teachers need the training to use Drama as a methodology in the classroom as Dorothy Heathcote did in the UK. But teachers of High School may use elements of drama such as asking students in the class to adopt different roles and act them out, watch how they improvise, use their imagination which urges their creativity and speaks about their own life experiences in different situations. Sometimes unknowingly teachers have used it by just asking students' opinion to express their ideas in group works or write questions after reading a story aloud. Drama may be used as a teaching methodology not only during drama or literature classes but also in other ESL classes like Business English, PR classes or research methodology. The primary aim of this qualitative research is to use drama as a method in the classroom to teach English as a foreign language and to use it as an emancipating praxis. What do I mean by emancipating praxis?By using a well-selected drama, students not only acqui...

Nelly Zafeiriades

This study investigated secondary school students and trainee teachers' perceptions towards the effectiveness of using drama techniques in teaching English. It also examined students' feedback on the benefit of drama-based activities to their motivation to learn, selfesteem and anxiety. The subjects of this study involved 50 Form Two students from a secondary school situated in the sub-urban area of Klang Valley, specifically Subang and also two trainee teachers who have taught at schools in that area. The study employed two method of collecting data which were questionnaire and interviews. The findings in this study indicate that majority of the students feel that drama techniques is effective as it helps improve their motivation to learn, increase their level of self-confidence and reduce their language anxiety in the teaching and learning process. The students' perception was supported by trainee teachers' point of view that really favors the use of drama techniqu...

Dora Pratley-To

This article documents the authors’ reflections on a teacher professional development programme conducted in 38 Hong Kong primary schools on the teaching of English through Process Drama. The authors draw upon the views of school principals, subject panel head teachers, English teachers, students and parents in focus group interviews to examine the learning and teaching experiences at the heart of the Programme. These reflections focus on how Process Drama can enhance second language acquisition by accommodating more affective factors in learning, by stressing creativity and by shifting the didactic discourse in the classroom to one that is more authentic and less threatening and which encourages increased amounts of student talk. The authors describe how, based on the focus group interview data, a piece of Verbatim Theatre was created and used as a stimulus to elicit deeper reflective responses to the Programme. They also reflect upon the level of understanding of Process Drama’s complex pedagogy and artistry demonstrated by those teachers new to it and consider what further research might help the long-term implementation of drama in Hong Kong classrooms.

Martyna Madej

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PhD English Language Teaching

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Entry requirements

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We offer supervision for our PhD English Language Teaching in a wide range of areas, including: vocabulary teaching, teaching reading and literacy development, writing pedagogy and academic writing, corpus-based pedagogy, teaching English to young learners, task-based language learning, language testing, classroom interaction, materials design and evaluation, teacher beliefs and teacher identity, and English for Academic Purposes, and computer-assisted language learning (CALL).

Examples of PhD projects which our students have undertaken include students' attitudes to native and non-native English language teachers, the role of metacognitive awareness in EFL reading, English teachers' beliefs about and practices of teaching methodology, and genre analysis of Japanese and British introductions to PhD theses in the field of literature.

Many of our former PhD students work in higher education institutions around the world, as teachers and/or as academic researchers, but also in teacher education, in the area of educational advice and management, programme evaluation, and syllabus design.

We also offer an MPhil in this subject.

Please note, part-time research study is also available.

• Our Department of Language and Linguistics offers an outstanding teaching and research environment. We are 1st in UK for research impact in modern languages and linguistics (Grade Point Average, Research Excellence Framework 2021).
• Our students are taught, supported and supervised by staff with an international reputation for being at the forefront of research in their areas of expertise.
• We have a strong research group culture and run regular departmental seminars which feature invited external speakers.

Our expert staff

Within our Department of Language and Linguistics, you will be allocated a supervisor whose role it is to guide you through the different stages of your research degree. In some cases, you may have joint supervision by two members of our staff.

The support provided by your supervisor is a key feature of your research student experience and you will have regular one-to-one meetings to discuss progress on your research. Initially, your supervisor will help you develop your research topic and plan.

Twice a year, you will have a supervisory board meeting, which provides a more formal opportunity to discuss your progress and agree your plans for the next six months.

Specialist facilities

Within the Department of Language and Linguistics, we aim to provide our research students with work and storage space, including laboratory facilities and access to online bibliographies, corpora and other resources.

The University of Essex has excellent library holdings in all areas of linguistics, with online access to many periodicals and resources. We have open access computing labs running many software packages that our research students need in their work.

Your future

Given the breadth of our provision within the Department of Language and Linguistics, career prospects for our graduates vary depending on the study undertaken. Often the career destination of our students is university lecturing or research. Given the interdisciplinary nature of the areas of linguistics we cover, this could be in departments of English, linguistics, education, sociology or cognitive science.

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International & eu entry requirements.

We accept a wide range of qualifications from applicants studying in the EU and other countries. Get in touch with any questions you may have about the qualifications we accept. Remember to tell us about the qualifications you have already completed or are currently taking.

Sorry, the entry requirements for the country that you have selected are not available here. Please contact our Graduate Admissions team at [email protected]  to request the entry requirements for this country.

English language requirements

Course structure.

A research degree doesn't have a taught structure, giving you the chance to investigate your chosen topic in real depth and reach a profound understanding. In communicating that understanding, through a thesis or other means, you have a rare opportunity to generate knowledge. A research degree allows you to develop new high-level skills, enhance your professional development and build new networks. It can open doors to many careers.

We understand that deciding where and what to study is a very important decision for you. We'll make all reasonable efforts to provide you with the courses, services and facilities as described on our website and in line with your contract with us. However, if we need to make material changes, for example due to significant disruption, we'll let our applicants and students know as soon as possible.

Components are the blocks of study that make up your course. A component may have a set module which you must study, or a number of modules from which you can choose.

Each component has a status and carries a certain number of credits towards your qualification.

The modules that are available for you to choose for each component will depend on several factors, including which modules you have chosen for other components, which modules you have completed in previous years of your course, and which term the module is taught in.

Modules are the individual units of study for your course. Each module has its own set of learning outcomes and assessment criteria and also carries a certain number of credits.

In most cases you will study one module per component, but in some cases you may need to study more than one module. For example, a 30-credit component may comprise of either one 30-credit module, or two 15-credit modules, depending on the options available.

Modules may be taught at different times of the year and by a different department or school to the one your course is primarily based in. You can find this information from the module code . For example, the module code HR100-4-FY means:

COMPONENT 01: COMPULSORY

View Language and Linguistics: Research on our Module Directory

COMPONENT 02: COMPULSORY

The aim of this module is to help you make the transition to independent postgraduate scholarship through workshops and activities directly linked to the promotion and undertaking of research in the Department of Language & Linguistics. Topics may include: identifying research problems, formulating hypotheses and selecting appropriate methodologies for investigation, conducting literature searches, choosing methods for data transcription, quantitative analysis techniques in linguistics research, lab facilities in the department, ethics in linguistic research, writing and reviewing conference abstracts, preparing 20-minute conference presentations, and writing for publication.

View Professional Development for Research Students on our Module Directory

On our four-year route (the Integrated ‘new route' PhD), your first year is a preparatory MRes year so you take six taught modules and write an assessed MRes dissertation. This programme is ideal if you wish to develop your knowledge of existing research and improve your understanding of research methods before embarking on independent research.

On our three-year supervised research route, if you already have a solid knowledge of existing research in your field and a good understanding of research methods, plus a suitable research proposal, you immediately begin your independent research, under the guidance of your supervisor.

Within the Department of Language and Linguistics, throughout your research studies, your training needs will be regularly assessed. Every six months your progress is formally checked by a supervisory panel consisting of your supervisor, an adviser, and a chairperson. At least once a year this meeting takes place face to face to discuss how you are getting on. You report on your progress in writing by completing a form twice a year.

Your thesis has a maximum length of 80,000 words.

Dissertation

Home/uk fee.

£4,786 per year

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£18,750 per year

Fees will increase for each academic year of study.

Masters fees and funding information

Research (e.g. PhD) fees and funding information

What's next

We hold Open Days for all our applicants throughout the year. Our Colchester Campus events are a great way to find out more about studying at Essex, and give you the chance to:

• tour our campus and accommodation
• find out answers to your questions about our courses, graduate employability, student support and more
• talk to our Fees and Funding team about scholarship opportunities
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If the dates of our organised events aren’t suitable for you, feel free to get in touch by emailing [email protected] and we’ll arrange an individual campus tour for you.

2024 Open Days (Colchester Campus)

• Saturday 21 September 2024 - September Open Day
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You can apply for this postgraduate course online . Before you apply, please check our information about necessary documents that we'll ask you to provide as part of your application.

We encourage you to make a preliminary enquiry directly to a potential supervisor or the Graduate Administrator within your chosen Department or School. We encourage the consideration of a brief research proposal prior to the submission of a full application.

We aim to respond to applications within four weeks. If we are able to offer you a place, you will be contacted via email.

For information on our deadline to apply for this course, please see our ‘ how to apply ' information.

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Doctor of Philosophy in Language & Literacies Education

Doctor of Philosophy in Language & Literacies Education Overview

The Language & Literacies Education program investigates questions about the relationships of literacies in language and language in literacies across communities, societies, instructional environments, and informal learning settings. Language & Literacies Education courses address current issues in the study of applied linguistics and literacies, such as:

• The learning, teaching, and use of Indigenous, official, international/heritage, and sign languages and literacies;
• Curriculum, instruction, and assessment related to the development of first and additional language and K-12 literacy skills;
• The development of bilingual, multilingual, and translinguistic abilities;
• Language and literacy education policies and planning;
• Pedagogy oriented on multiliteracies development, including early literacy and adolescent reading, writing and oral language development, and children’s literature across the curriculum;
• Social justice issues related to plurilingualism and cultural and linguistic diversity; and
• Pedagogical implications of the fact that language and literacy are infused into all aspects of learning in contexts characterized by linguistic diversity.

Students enrolled in the PhD in Language & Literacies Education program are required to complete:

• Six to eight half-courses, depending on previous experience and academic qualifications, plus the Proseminar in Language & Literacies in Education course which will orient you to the life of a thesis track student in the program 
• A comprehensive examination ( Download the LLE comprehensive exam guidelines )
• A thesis embodying the results of an original investigation 
• A final oral examination on the content and implications of the thesis

For the full-time student, a minimum of two consecutive years of full-time study are required at the beginning of the program. During this time, students usually complete their coursework and comprehensive examination requirements, prepare a thesis proposal, and form a thesis committee. 

At a Glance

Study Options Full-time (6 years - maximum) Flexible-time (8 years - maximum) Requires: 7 half courses, comprehensive examination, thesis

Funding and Tuition For current information about tuition fees, funding, and financial support, visit  Tuition & Financial Support .  

Deadlines Application status for the 2024-2025 admissions cycle:

• Doctor of Philosophy (Flexible-Time) in Language & Literacies Education - closed
• Doctor of Philosophy (Full-Time) in Language & Literacies Education - closed

To view updated program deadlines, visit the OISE application deadlines and closing dates page.

Ready to join one of the world’s top universities? Take the next step in your academic journey and start your application to graduate studies at OISE.

Speak with our Team

Have questions about our program, admissions, financial support or career options after graduation? Our team has the answer you’re looking for. Contact us for one-on-one support.

Attend an Info Session

We host information sessions, open houses and tours throughout the year. Come discover what it's like to study at OISE. Explore campus and meet our community.

LLE Admissions Drop-In

Have a question about admissions requirements?  

Email us at [email protected]

Drop-in (online) and speak to program staff. (Will resume September 19, 2024)

Every Thursday from 12:00 p.m. to 1:00 p.m. (EST) 

Why I Chose Curriculum, Teaching & Learning

Yecid Ortega (Master of Arts 2015, Doctor of Philosophy 2021)

Lecturer and Research Assistant Language, Literacies and Comparative International and Development Education

"My journey has taken me from teaching English as a Foreign Language in Colombia to the USA where I worked as a Spanish teacher, teacher educator and curriculum developer for various schools and now to Canada – where I have found my home in research and education in teacher education programs and TESOL. At OISE, I explore issues of social justice in language teacher education and culture, race, linguistics, human rights, and gender equality around the world."

Doctor of Philosophy in Language & Literacies Education Admission Requirements

General admission requirements.

Please visit the   OISE Admissions website   for detailed information about the application process, including general minimum admission requirements and supporting documents. 

Program-Specific Information (Minimum Admission Requirements)

Minimum admission requirements for this program are:

• An appropriate masters degree with an academic standing equivalent to at least B+ from a recognized university. The School of Graduate Studies establishes the  minimum academic requirements for admission . 
• ​ English Language Proficiency  (if required)
• Please see the  SGS calendar  for more details.

We encourage equity-seeking groups to identify themselves in their application.

Required Supporting Documents

All applicants must submit: 

• Online Application
• Transcript(s) from each post-secondary institution attended
• Two letters of reference from two separate people (one academic and one professional)
• A résumé that provides clear and complete information about the applicant's work or field experience related to their proposed studies
• An academic writing sample
• Highlight research activities in which you’ve engaged (e.g., action research in your classroom, work as a research assistant on a funded research project). Discuss how you will build on these experiences or what you have learned that will inform your graduate work.
• Write about professional experiences (teaching and those related to education), as well as contributions to education (e.g., involvement on curriculum-writing teams, mentoring new teachers), and discuss how you will build on these experiences in your graduate work.
• Discuss any relevant publications you have.
• Identify potential research topics for your thesis or dissertation, providing background information on why these topics are important to you. You may want to sketch out a potential research project to give reviewers a sense of your command of a particular topic, relevant literature, and how you would design a study of it.
• Please review the CTL faculty research information . If you identify Language & Literacies Education faculty members whose research interests align with yours, you will be asked to list only their first names and last names. 
• Based on your described program of study, list 3-5 keywords to let us know your research interests.
• If you will have funding from your home government, international organizations or funding agencies, please provide details (Name of funding agency, value and duration). If this does not apply, leave this section blank.
• Is there any additional information you want to share with the Admissions Committee that will inform their review of your application? 
• View FAQ for other important application notes.

Tip:  Don’t leave reviewers guessing. If there is something about your previous studies or your professional background that might stand out, address it in the statement of intent. One common example of this is a master’s degree that is in a field quite different from LLE research. In this case, you might tell us about professional experiences that prepare you for doctoral studies if your masters degree did not. Another common example is not having a full master’s thesis. In a few words, explain to us how the writing sample you’re including in your application provides evidence of your readiness to pursue doctoral studies. 

Additional Degree Information

We are looking for applicants who have a sound academic background and a deep interest in education. The degree is designed to provide opportunities for advanced study, original research, and theoretical analysis.  Applicants should have demonstrated commitment to education prior to applying. Please note, the LLE program is not a teacher certification program. For more information on our teacher certification programs please visit:  OISE Teacher Education Degrees .

The Language & Literacies Education program is designed for flexibility. Choose courses that best meet your needs. The program details are as follows:

• The LLE Ph.D. degree normally requires seven completed courses (depending on previous experience and academic qualifications), a completed Comprehensives exam and a Doctoral thesis.
• Students are required to successfully complete CTL3001H – Research Colloquium in Language & Literacies Education as well as CTL3899H Proseminar in Language &​​​​​​​ Literacies Education, if not previously taken at the Masters level, and a course in research methods from the LLE approved research methods course list. 
• At least four of the courses must be Language & Literacies Education courses. LLE courses are identified with CTL3000-level course codes (i.e CTL3000H to CTL3999H) and Special Topics courses in LLE are identified as CTL5300H to CTL5699H (Masters Level) and CTL6300H to CTL6999H (Doctoral Level). The remaining courses are electives.
• Non-LLE courses (if you choose to take them) can include Masters or Doctoral level courses from the  Curriculum & Pedagogy  program or courses from any other OISE departments:  Social Justice Education ,  Applied Psychology & Human Development , and  Leadership, Higher, and Adult Education . 

Note : For the flexible-time PhD program option, a minimum residency of four years of full-time registration is required at the beginning of the program. Candidates may apply for part-time status after this four year-residency.

The LLE PhD Program offers a wide variety of courses. Our classes typically consist of 15 to 25 students.  The PhD program can be taken on a full-time or flex-time basis. Full-time PhD students must complete their degree within six years. Flexible-time PhD students must complete their degree within eight years. Degree requirements for both programs are the same. Doctoral students usually take two or three courses per term. A typical course involves 12 classes. During the fall and winter terms, a class will meet once each week for twelve weeks. During the spring and summer terms, a class meets twice a week for six weeks. Classes are scheduled for the early evening (e.g., 5pm to 8pm) or the early afternoon (e.g., 1pm to 4pm), Monday through Thursday. We also offer a selection of online courses. Enrolment in all courses are on a first-come, first-served basis. 

• Comprehensive exam guidelines for LLE students
• OISE's oral examination guidelines
• Annual review form
• Finding a supervisor
• SGS Guide to Supervision
• The Role of the Literature Review
• The Qualitative Dissertation Proposal  (Article by Professor Emeritus Brent Kilbourn)
• Student to Scholar Research Modules

Thesis-track students routinely meet with their supervisor and thesis committee to discuss their progress in the program. Once a year, this progress is documented in an annual review meeting. 

At this meeting, students report on their progress, and their committee provides guidance, advice, and recommendations. The committee also determines whether the student's progress is satisfactory or requiring additional support. 

Students are required to bring an  annual review form , with pages 1-2 completed, to the annual review meeting. Supervisors will complete relevant sections of the form, documenting what was discussed at the meeting, and evaluating progress.  

Both the student and the thesis supervisor must sign the form. The signed form must be submitted to the graduate studies program administrator.

Interested in interdisciplinary study? UofT offers collaborative specializations which involve the cooperation of two or more graduate units (i.e. departments, programs, or centres). Students admitted to LLE have the opportunity to discover the research possibilities available with the following collaborative programs: 

• Comparative, International & Development Education
• Education, Francophonies and Diversity
• Ethnic, Immigration and Pluralism Studies
• Knowledge Media Design
• Sexual Diversity Studies
• Women and Gender Studies

Full-time doctoral students (but not Flex-time doctoral students) receive a  graduate funding package  equal to the cost of academic tuition and fees, plus support as a Graduate Assistant or Teaching Assistant, in each of the first four years of their program. Some limited funding may also be available in year 5. The average time to completion is 5.70 years. 

There are admission awards available for International applicants who are applying to doctoral programs. Visit the  SGS International Awards webpage  and the  OISE internal awards  for those currently enrolled. 

International applicants are students who are neither a Canadian citizen nor a permanent resident of Canada.  Admission to the PhD full-time funded program is highly competitive. We recommend that applicants make contact with a faculty member whose research interests coincide with their own, before applying to the program. For more on international student admissions please review  International Applicants  on the OISE Registrar's office website.

At this time, the Department of Curriculum, Teaching & Learning admits one (1) funded international applicant to its full-time Ph.D. programs each year - alternate years for the Language & Literacies Education (LLE) program and the Curriculum & Pedagogy (C&P) program. In doing so, C&P will admit one international student in odd years (i.e. 2021, 2023, etc.) and LLE will admit one international Ph.D. student in even years (i.e. 2022, 2024, etc.).

In any given year, the Department may also consider applications to either program from international applicants where home governments, international organizations or funding agencies can provide them with funding. The funding must minimally have the value and duration of the graduate funding package that is offered and should be indicated on the application. Please review the  Graduate Funding Package website . 

The following is the result of a question and answer (Q&A) discussion which took place following a LLE Open House presentation.

Can I switch from the full-time option to the flexible-time option for this program? No, students may not transfer from the full-time to the flexible-time PhD or vice versa.

How do students find a thesis supervisor? At the point of admission successful applicants to the LLE PhD are assigned a Faculty Advisor whom you can speak with if you have questions regarding program requirements, course selection etc.  Your Faculty Advisor will often become your Thesis Supervisor, however if you find that your academic interests necessitate that you work with a different faculty member as thesis supervisor, your faculty advisor will help you to find an appropriate faculty member to take on that role.

If unable to provide an academic reference, would two professional ones work instead?  While a minimum of two letters of reference – one academic and one professional – should be included in your application, sometimes applicants experience difficulty obtaining a letter of reference. For example, if you graduated many years ago and have since not been active in an academic setting you may be unable to call upon a university instructor with whom you studied. You're strongly encouraged to obtain one academic and one professional letter of reference, but you may submit an alternative combination such as two reference letters from a professional source. Tip: for two professional letters direct the most suitable referee to include comments pertaining to your intellectual abilities and potential. 

What is an Academic Writing Sample? A typical sample is about 5,000 words (for example, an excerpt from a master's thesis). Acceptable formats are MA Word (.docx) and PDF (.pdf) files.

Criteria for the writing sample:

• It must be single-authored
• It must demonstrate quality writing - i.e., logical, clear and well-written
• It must be academically rigorous
• It must be a theoretical or empirical study
• It must demonstrate the ability to analyze and synthesize concepts, ideads and/or data
• It must contact a solid bibliography

The following samples are acceptable:

• Master's thesis
• Major paper
• Refereed article
• Refereed conference paper
• Conference proceedings publication
• Book chapter
• Research paper

What are collaborative specializations? Collaborative Specialization programs are created by participating graduate units to explore a novel interdisciplinary area or special development that crosses a number of disciplines.  If you are admitted into a graduate program that participates in a collaborative specialization; many of which are actually University of Toronto wide specializations to which CTL is very closely connected; you can apply to a collaborative specialization, but you need to apply to them directly.  If you review our website, and websites of affiliated collaborative specializations, you’ll see LLE participates in a number of collaborative specializations. 

I have a question about language proficiency.  I’ve been working as an occasional teacher for four years here, but finished education outside of Canada.  Do I still need to prove language proficiency? As English is the primary language of instruction and communication at the University of Toronto, applicants must demonstrate an adequate level of proficiency in English, regardless of their citizenship status or country of origin. It is important that these students follow School of Graduate Studies (SGS) policies on English Language Proficiency (ELP) testing requirements and take one of the required tests for admission to a graduate program.  Applicants from universities outside Canada where English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of their application.

The determination of whether an English language proficiency test is required is determined by the admissions division of the OISE Registrar's Office & Student Experience (ROSE), but only after the application has been submitted. Visit the SGS webpage on English language proficiency for more information.

What happens after I submit my applications? Once you've completed your application, understand what happens next by visiting  After Submitting Your Application . 

I was offered admission, what are my next steps? Applicants who receive an official "Offer of Admission" result letter can view the  Newly Admitted Students webpage  for information on next steps.

Ready to join one of the world’s top universities?

Take the next step in your academic journey and start your application to graduate studies at OISE.

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Study Postgraduate

Mphil/phd in english language teaching (2025 entry).

Course code

06 October 2025

3-4 years full-time; Up to 7 years part-time

Qualification

Applied Linguistics

University of Warwick

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Virtual tour

Find out more about our English Language Teaching MPhil/PhD degree at Warwick

Study any aspect of English language teaching on our MPhil/PhD in English Language Teaching at Warwick's Department of Applied Linguistics, Ranked 9th in the UK for Linguistics The Complete University Guide 2024. Enhance your knowledge of teaching, learning, assessment and teacher development through research, under the supervision of field experts.

Course overview

Working under the expert guidance of a supervisor, PhD students design and pursue an individual research project shaped by their own personal, academic, or professional needs and interests. They participate in seminars and other activities in a diverse and vibrant research community, and disseminate their work through conference presentations and publications to both academic and non-academic audiences.

Teaching and learning

PhD researchers are individually mentored by academic supervisors from the beginning of their journey. They also participate in weekly research seminars in Year One to develop their skills and understanding in relation to research issues and approaches, methods of data collection and analysis, and research ethics.

General entry requirements

Minimum requirements.

2:1 undergraduate degree (or equivalent) in ELT/TESOL, English, Education, Linguistics, Languages or a relevant discipline and a Master’s degree in ELT/TESOL, Applied Linguistics or a relevant discipline.

English language requirements

You can find out more about our English language requirements Link opens in a new window . This course requires the following:

• IELTS overall score of 7.0 (with a 7.0 in Writing).

International qualifications

We welcome applications from students with other internationally recognised qualifications.

For more information, please visit the international entry requirements page Link opens in a new window .

Additional requirements

There are no additional entry requirements for this course.

Our research

We are committed to interdisciplinary research that can make a real difference to society and people’s lives by informing policy, changing practice, and challenging perceptions. Current research strengths in the department are:

• Language learning and teaching
• Working, relating, and adapting across cultures
• Language teacher education and development
• Professional and workplace communication
• Language structure, variation and change

Full details of our research interests  are listed on the Applied Linguistics web pages .

You can also read our general University research proposal guidance.

Find a supervisor

If you are interested in studying for a PhD within the Department of Applied Linguistics, in the first instance please contact our Postgraduate Research Studies Admission Tutor, Professor Stephanie Schnurr, [email protected] Link opens in a new window .

Please send them the following documents so we can then follow things up and, if appropriate, consult with a potential supervisor:

• A detailed research proposal for the PhD project you wish to undertake
• An up-to-date CV
• A copy of your Master’s degree transcript, with all your grades, including for your dissertation (or an interim transcript)
• A recent IELTS certificate if available (we require level 7.0 overall with 7.0 in the writing component)

To avoid confusion and additional delay, please do not contact staff members directly.

If you have explored our Applied Linguistics Staff Directory and have identified a potential individual whose research interests and publications relate closely to your research topic, please share their name(s) with the Postgraduate Research Studies Admission Tutor when you contact him.

Research proposals

If you are applying for the degree of MPhil/PhD, you need to submit a research proposal with the form. The proposal should indicate your intended research area and outline a plan for the work to be undertaken.

You should justify the planned research by reference both to the literature and your interests or intentions. You should indicate possible research methods and also include a bibliography. The proposal should normally be at least 1500 words long.

If you have completed an MA degree, you may be asked to submit a copy of your dissertation or some course work completed during the programme.

Tuition fees

Tuition fees are payable for each year of your course at the start of the academic year, or at the start of your course, if later. Academic fees cover the cost of tuition, examinations and registration and some student amenities.

Find your research course fees

Fee Status Guidance

We carry out an initial fee status assessment based on the information you provide in your application. Students will be classified as Home or Overseas fee status. Your fee status determines tuition fees, and what financial support and scholarships may be available. If you receive an offer, your fee status will be clearly stated alongside the tuition fee information.

Do you need your fee classification to be reviewed?

If you believe that your fee status has been classified incorrectly, you can complete a fee status assessment questionnaire. Please follow the instructions in your offer information and provide the documents needed to reassess your status.

Find out more about how universities assess fee status

Additional course costs

As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad.

For departmental specific costs, please see the Modules tab on the course web page for the list of core and optional core modules with hyperlinks to our  Module Catalogue  (please visit the Department’s website if the Module Catalogue hyperlinks are not provided).

Associated costs can be found on the Study tab for each module listed in the Module Catalogue (please note most of the module content applies to 2022/23 year of study). Information about module department specific costs should be considered in conjunction with the more general costs below:

• Core text books
• Printer credits
• Dissertation binding
• Robe hire for your degree ceremony

Scholarships and bursaries

Scholarships and financial support.

Find out about the different funding routes available, including; postgraduate loans, scholarships, fee awards and academic department bursaries.

Living costs

Find out more about the cost of living as a postgraduate student at the University of Warwick.

Applied Linguistics at Warwick

Apply your learning from day one.

With a history dating back to 1983, Applied Linguistics at Warwick has diversified over the years from a main focus on English language teaching and teacher education to include expertise in areas such as: intercultural communication, professional communication, the sociolinguistics of language use, the teaching and learning of languages other than English.

Find out more about us on our website.

Our Postgraduate Taught courses

• Intercultural Communication for Business and the Professions (MSc)
• Teaching English to Speakers of Other Languages (TESOL) (MA)

Our Postgraduate Research courses

• Applied Linguistics (MPhil/PhD)
• Discourse Studies (MPhil/PhD)
• English Language Teaching (MPhil/PhD)
• English Language Teaching and Applied Linguistics (MPhil/PhD)
• Intercultural Communication (MPhil/PhD)
• Linguistics (MPhil/PhD)

How to apply

The application process for courses that start in September and October 2025 will open on 2 October 2024.

For research courses that start in September and October 2025 the application deadline for students who require a visa to study in the UK is 2 August 2025. This should allow sufficient time to complete the admissions process and to obtain a visa to study in the UK.

How to apply for a postgraduate research course  

After you’ve applied

Find out how we process your application.

Applicant Portal

Track your application and update your details.

Admissions statement

See Warwick’s postgraduate admissions policy.

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Ask questions and engage with Warwick.

Explore ways to connect with us

We understand how important it is to visit and explore your future university before you apply. That's why we have put together a range of online and in-person options to help you discover more about your course, visit campus, and get a sense of postgraduate life at Warwick. Our events offer includes:

• Warwick hosted events
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Why Warwick

Discover why Warwick is one of the best universities in the UK and renowned globally.

9th in the UK

of the UK's best universities (The Guardian University Guide 2024, The Times and Sunday Times Good University Guide 2024.)

6th Most Targeted University

by the UK's top 100 graduate employers (The Graduate Market in 2024, High Fliers Research Ltd.)

69th in the World

out of 1,500 institutions across 104 locations (QS World University Rankings 2025.)

10th in the UK

for our 'Graduate Prospects' score. (The Times and Sunday Times Good University Guide 2024.)

Gold Standard Teaching

Gold, the highest possible rating across all three categories (student experience, student outcomes, and overall) (Teaching Excellence Framework 2023)

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• > Journals
• > Language Teaching
• > Volume 54 Issue 2
• > Doctoral dissertations on second language writing and...

Article contents

Doctoral dissertations on second language writing and technology in the usa (2010–2019).

Published online by Cambridge University Press:  03 September 2020

This paper reviews 20 representative Ph.D. dissertations on second language (L2) writing and technology completed in the USA over the past decade (2010–2019). These dissertations were selected using advanced search via ProQuest Dissertations & Theses. Five thematic categories were examined: (1) computer-mediated teacher/peer feedback; (2) automated writing evaluation; (3) computer-based collaborative writing; (4) technology-based writing instruction/assessment; and (5) digital composing/literacy. Each dissertation study was closely reviewed, with the presentation of illustrative tables. After analyzing and discussing the research designs, findings, and contributions of these studies, the authors identified the research trend and highlighted directions for future dissertation research in the field of L2 writing and technology.

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• Volume 54, Issue 2
• John Gibbons (a1) and Mimi Li (a1)
• DOI: https://doi.org/10.1017/S0261444820000403

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• Graduate School
• Prospective Students
• Graduate Degree Programs

Doctor of Philosophy in Teaching English as a Second Language (PhD)

Go to programs search

Teaching English as a Second Language (TESL) examines the social, linguistic, educational, cognitive, cultural and political processes affecting the teaching, learning, assessment, and use of English as an additional language locally and globally. TESL graduate students gain experience and understanding in such areas as: current issues in TESL theory and practice; second language acquisition, second language reading and writing, language socialization, language and identity, second language assessment, discourse analysis, critical applied linguistics, and research methods.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

The program faculty have expertise in TESL methods, applied linguistics, second language acquisition and socialization, content-based language education, pedagogical and functional grammar, second language writing, issues of language and identity, language in education, multilingual literacies, language policy, and English in immigrant and international communities. The program also jointly sponsors the UBC/Ritsumeikan Joint Academic Exchange Program.

Quick Facts

Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 92

IELTS: International English Language Testing System

Overall score requirement : 7.0

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is not required.

Prior degree, course and other requirements

Prior degree requirements.

Master’s degree with high standing in a relevant educational discipline

Document Requirements

• Master’s degree with high standing in a relevant educational discipline.
• Sample of work demonstrating an ability to undertake research and scholarly writing (max. 30 pages).
• CV or resume outlining work experience and academic history.
• Well-written 500 word (maximum) Statement of Intent to describe your proposed doctoral research. Be sure to indicate how your previous education, professional experience, and research have prepared you to undertake your proposed research, and note which people in the department have expertise in your intended area of study.
• The support of three referees including an assessment by at least two university instructors, preferably one of whom is the supervisor of the masters thesis. 
• Scanned copies all official transcripts (including a key to transcript grades and symbols) and degree certificates from all post-secondary institutions attended outside UBC.

Other Requirements

Awards; fellowships; scholarships; and distinctions.

Relevant professional and academic experience including conference presentations, professional workshops, and publications.

At least two years of successful teaching experience or equivalent.

Applicants who received a degree from a North American university are not required to submit their English test scores. Similarly, applicants who completed their degree outside North America from an institution in which English was the primary language of instruction of the entire university (not just a program) are not required to provide English test scores as part of their application.

Please note that we can only accept your English test scores if the test has been taken within the last 24 months at the time of submission of the application. An official test score report ordered from the testing agency has to be sent to UBC. Acceptable English language proficiency tests for applicants to UBC Grad School are:

TOEFL – Test of English as a Foreign Language, minimum score 580 (paper-based) or 237 (computer based), or new minimum TOEFL score of 92 (with a minimum of 22 for each component).

MELAB – Michigan English Language Assessment Battery. Minimum overall score 85.

IELTS – International English Language Testing System – Academic. Minimum overall band score 7, with no component less than 6.5.

2) Meet Deadlines

September 2025 intake, application open date, canadian applicants, international applicants, deadline explanations.

Deadline to submit online application. No changes can be made to the application after submission.

Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.

Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.

3) Prepare Application

Transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

• Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Teaching English as a Second Language (PhD)

There is no need to find a supervisor prior to applying for the program. If you are successful in the application process, you will be assigned a pro-tem supervisor whose research is closest to your area of interest. However, if you are interested in working with a particular faculty member, you can indicate it in your statement of interest or in the application form.

Citizenship Verification

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Research Information

Research highlights.

TESL methods; Applied linguistics; Critical applied linguistics; Discourse analysis; Intercultural communication; Second language acquisition and socialization; Content-based language education; Pedagogical and functional grammar; Second language writing; Issues of language and identity; Language in education; Multilingual literacies; Language policy; English in immigrant and international communities.

Research Focus

Program components.

The program consists of 18 to 24 credits of course work (including the LLED 601 Doctoral Seminar), comprehensive exam followed by an oral examination, a dissertation proposal, and a doctoral dissertation.

Geographic Restrictions

The TESL/TEFL program accepts well-qualified students from around the globe into a richly international and multicultural academic community.

Tuition & Financial Support

Financial Support

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

All full-time students who begin a UBC-Vancouver PhD program in September 2024 will be provided with a funding package of $24,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships.

Average Funding

• 3 students received Teaching Assistantships. Average TA funding based on 3 students was $6,036.
• 5 students received Research Assistantships. Average RA funding based on 5 students was $10,150.
• 1 student received Academic Assistantships valued at $7,664.
• 6 students received internal awards. Average internal award funding based on 6 students was $25,441.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

Career options.

Integrating research and practice, the graduate programs in Teaching English as a Second Language (TESL) offer professional development to teachers of ESL and prepare researchers and leaders in applied linguistics.

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Teaching English as a Second Language (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion Rates & Times

• Research Supervisors

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Ahmed, Anwar (Languages and literature)
• Duff, Patricia (applied linguistics and sociolinguistics, multilingualism and work, sociocultural and sociopolitical aspects of languages in education, Adolescent issues, adult education issues, English and French as second languages, international perspecives)
• Early, Margaret (Adolescent issues, English as a second Language, language education, literacy, teacher research)
• Gunderson, Lee Paul (Languages and literature; reading-research; immigrant-achievement; home literacy environment)
• Kubota, Ryuko (Specialized studies in education; critical applied linguistics; culture and language; Language Rights and Policies; language education; language ideologies; multicultural education; race and language teaching)
• Li, Guofang (longitudinal studies of immigrant children)
• Norton, Bonny (education, ESL, international perspectives, literacy, teacher research)
• Talmy, Steven (ESL, TESOL, LOTE and sign language curriculum, pedagogy and didactics; teacher education)
• Wernicke, Meike (Specialized studies in education; Intercultural Education; Language Planning and Policy; Multi-/Plurilingualism; Second Language Education (French); teacher education)
• Zappa, Sandra (academic discourse socialization of (international) English language learners in higher education, examining the literacy socialization trajectories and the role their individual networks of practice (INoPs, a concept I coined) in becoming aware of the host culture values and expectations; projects examining the intercultural competence development of foreign language teachers studying abroad; foreign language-learning through peer exchange programs; academic English coaching for university-level English language learners; collaboration between language and subject specialists; and student perceptions of academic English language development in CBI courses.)

Doctoral Citations

Sample Thesis Submissions

• Transcultural identity and Bangla heritage language teaching

Related Programs

Same specialization.

• Master of Arts in Teaching English as a Second Language (MA)
• Master of Education in Teaching English as a Second Language (MEd)

Same Academic Unit

• Doctor of Philosophy in Language and Literacy Education (PhD)
• Master of Arts in Literacy Education (MA)
• Master of Arts in Modern Languages Education (MA)
• Master of Education in Literacy Education (MEd)
• Master of Education in Modern Languages Education (MEd)

Further Information

Specialization.

Teaching English as a Second Language (TESL) examines the social, linguistic, educational, cognitive, cultural and political processes affecting the teaching, learning, assessment, and use of English as an additional language locally and globally. The program faculty have expertise in TESL methods, applied linguistics, second language acquisition and socialization, content-based language education, pedagogical and functional grammar, second language writing, issues of language and identity, language in education, multilingual literacies, language policy, and English in immigrant and international communities

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Considering UBC for your graduate studies?

Here, you can choose from more than 300 graduate degree program options and 2000+ research supervisors. You can even design your own program.

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Digital Commons @ USF > College of Education > Teaching and Learning > Theses and Dissertations

Teaching and Learning Theses and Dissertations

Theses/dissertations from 2024 2024.

Beliefs of Male Elementary School Special Education and General Education Teachers Regarding Full Inclusion for Students with Autism Spectrum Disorder in Saudi Arabia , Sultan Alanazi

The Integration of Assistive Technology by Female In-Service Teachers of Students with Learning Disabilities in Saudi Arabia: A Qualitative Interview Study , Badriah Alotaiby

Theses/Dissertations from 2023 2023

Factors to Consider for Effective Implementation of AAC With Students With Autism: Saudi special education teachers’ perspectives , Mazen Abdurhman Almethen

Saudi Parents as Advocates for Their Young Children with Disabilities: Reflections on The Journey , Sadeem A. Alolayan

Self-Determination and The Lived Experience of Employed Adults with Intellectual Disabilities: An Interpretative Phenomenological Analysis , Abdelrahman Mohammad Alzarie

Theses/Dissertations from 2022 2022

Graduate Teaching Assistants’ Knowledge and Attitudes Toward Students with Disabilities in Higher Education , Yanlys De La Caridad Palacios

High School Teachers’ Perceptions of Promoting Student Motivation and Creativity through Career Education , Kyeonghyeon Park

The Specifics of Specific Learning Disability: An Analysis of State-Level Eligibility Criteria and Response to Intervention Practices , Lora M. Williams

Theses/Dissertations from 2021 2021

Saudi Early Childhood Educators' Perceptions of Gender Roles in Children's Dramatic Play , Dalal Alanazi

Barriers to Reducing the Assistive Technology use for Students with Autism as Perceived by Special Education Teachers in Saudi Arabia , Othman Ahmed Alasmari

Saudi Teachers’ Perspectives on Implementing Evidence-Based Practices Specifically Designed for Students with Autism Spectrum Disorder , Ahmad Saad Alghamdi

Perceptions of Preservice Teachers of Students with Intellectual Disabilities About their Preparation for Inclusive Education , Abdullah Aljudaya

Experiences of Saudi Arabian Mothers of Young Children with Disabilities: An Exploratory Study , Samirah Bahkali

Persistence Like a Mother: Nursing the Narrative toward Doctoral Completion in English Education—A Poetic Autoethnography , Krista S. Mallo

Warming Up and Cooling Down: Perceptions and Behaviors Associated with Aerobic Exercise , Balea J. Schumacher

A Multimodal Literacy Exploration: Lived Experiences of Haitian Immigrant Adolescent Girls in The Bahamas , Natasha Swann

Theses/Dissertations from 2020 2020

Perceptions of Preservice Teachers of Students with Autism and Intellectual Disabilities in their Teacher Preparation Programs in Saudi Arabia , Salman Almughyiri

Mapping Narrative Transactions: A Method/Framework for Exploring Multimodal Documents as Social Semiotic Sites for Ethnographic Study , Anne W. Anderson

The Effects of Augmented Reality (AR)-infused Idiom Material on Iranian Students’ Idiom Achievements, Motivation, and Perceptions , Babak Khoshnevisan

An Examination of Changes in Muscle Thickness, Isometric Strength, and Body Water Throughout the Menstrual Cycle , Tayla E. Kuehne

How the Use of Learner-Generated Images and Authentic Materials Affects the Comprehension and Production of Vivid Phrasal Idioms in L2 English Learners , Melissa Larsen-Walker

Explore L2 Chinese Learners' Motivation through L2MSS: Selves, Mental Imagery, and Pedagogical Implications , Yao Liu

Exploring Adult Indigenous Latinxs’ English Language Identity Expressions and Agency: A MALP®-informed Photovoice Study , Andrea Enikő Lypka

Theses/Dissertations from 2019 2019

The Use of Assistive Technology with Students with Severe Intellectual and Developmental Disabilities in Saudi Arabia: Teachers’ Perspectives , Khalid Mohammed Abu Alghayth

Saudi Special Education Preservice Teachers’ Perspective towards Inclusion , Sarah Binmahfooz

The Teacher Evaluation Conundrum: Examining the Perceptions of Special Education Teachers , Gordon Brobbey

Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course , Elaine Cerrato

International Teaching Assistants’ Perceptions of English and Spanish Language Use at the University of Puerto Rico-Mayagüez , Edward G. Contreras Santiago

Psychological Responses to High-Intensity Interval Training Exercise: A Comparison of Ungraded Running and Graded Walking , Abby Fleming

The Effects and Students’ Views of Teachers' Coded Written Corrective Feedback: A Multiple-Case Study of Online Multiple-draft Chinese Writing , Jining Han

Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team , Danielle Lane

Promoting L2 Idiomatic Competence among Chinese College Students via WeChat , Zhengjie Li

EFL Student Collaborative Writing in Google Docs: A Multiple Case Study , Quang Nam Pham

Threats to Teaching: An Investigation Into the Constructs of Compassion Fatigue in the Classroom , April M. Steen

A New Literacy Coach and Two English Language Arts Teachers Learn Together: A Narrative Inquiry , Christiana C. Succar

Theses/Dissertations from 2018 2018

General Education Teachers’ Perceptions of Response to Intervention Implementation: A Qualitative Interview Study , Adhwaa Alahmari

A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices , Joyce Esi Bronteng

Deaf Lesbian Identity , Noël E. Cherasaro

Beyond Replicative Technology: The Digital Practices of Students with Literacy-Related Learning Difficulties Engaged in Productive Technologies , Aimee Frier

Once Upon a Genre: Distant Reading, the Newbery Medal, and the Affordances of Interdisciplinary Paradigms for Understanding Children’s Literature , Melanie Griffin

Learning in the Margins: The Educational Experiences of an African American Male with Disabilities , Aisha Holmes

Including children with learning differences: Experiences of independent school teachers , Lisa M. Lockhart

The Effects of Music Choice on Perceptual and Physiological Responses to Treadmill Exercise , Taylor A. Shimshock

Theses/Dissertations from 2017 2017

Perceptions of Arab American Mothers of Children with Autism Spectrum Disorder: An Exploratory Study , Haifa Alsayyari

It’s Not All Sunflowers and Roses at Home: A Narrative Inquiry of At-Risk Girls and Their Perceptions of Their Educational Experiences , Jessica Aggeles Curtis

Exploring Mathematics Teacher Education Fieldwork Experiences through Storytelling , Melody Jeane Elrod

Improving Reading Comprehension of Children with ASD: Implication of Anaphoric Reference Support with Computer Programming , Seda Karayazi Ozsayin

A Qualitative Content Analysis of Early Algebra Education iOS Apps for Primary Children , Lissa S. Ledbetter

Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum , María Matilde Olivero

Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation , Mehmet Emin Ozturk

Perspectives of AP U.S. History Teachers in Title I Schools , Mark Lance Rowland

What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography , Kristy Causey Verdi

Early Childhood Mathematics Through a Social Justice Lens: An Autoethnography , Jennifer Ward

Theses/Dissertations from 2016 2016

Urban English Language Arts Teachers’ Stories of Technology Use: A Narrative Inquiry , Bridget Abbas

Teachers’ Third Eye: Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers’ Reflections , Hessa Alsuhail

Foreign Language College Achievement and the Infusion of Three Selected Web 2.0 Technologies: A Mixed Method Case Study , Eulises Avellaneda

Emotional Self-Regulation: Voices and Perspectives of Teachers within Diverse Socio-Cultural Contexts , Anna Paula Peixoto Da Silva

The Effect of Exercise Order on Body Fat Loss During Concurrent Training , Tonya Lee Davis-Miller

Subtext of Decisions: Literacy Practices in the Context of Coding , Julia Hagge

The Role of Prep Schools in the Middle to High School Transition of Students in Southeastern Turkey , Mucahit Kocak

“It’s Not Pixie Dust”: An Exploratory Qualitative Case Study of a School-Based Multimodal Tablet Initiative , Erin Elizabeth Margarella

Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions , Sarah E. Pennington

Educators' Oral Histories of Tampa Bay Area Writing Project Involvement , Margaret Hoffman Saturley

Anti-Fat Attitudes and Weight Bias Internalization: An Investigation of How BMI Impacts Perceptions, Opinions and Attitudes , Laurie Schrider

Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill , Orhan Simsek

Theses/Dissertations from 2015 2015

Examining Experiences of Early Intervention Providers Serving Culturally Diverse Families: A Multiple Case Study Analysis , Wendy Lea Bradshaw

"I want to be the Sun": Tableau as an Embodied Representation of Main Ideas in Science Information Texts , Margaret Branscombe

A Case Study of Teachers' in Professional Learning Communities in a Campus Preschool , Victoria Jacqueline Damjanovic

Student-teacher Interaction Through Online Reflective Journals in a High School Science Classroom: What Have We Learned? , Megan Elizabeth Ehlers

Novice Teachers' Stories of Solving Problems of Practice , Yvonne Franco

Facilitating Motivation in a Virtual World Within a Second Language Acquisition Classroom , Andrew Warren Gump

IWitness and Student Empathy: Perspectives from USC Shoah Foundation Master Teachers , Brandon Jerome Haas

Precalculus Students' Achievement When Learning Functions: Influences of Opportunity to Learn and Technology from a University of Chicago School Mathematics Project Study , Laura A. Hauser

The Role of the Interruption in Young Adult Epistolary Novels , Betty J. Herzhauser

A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning , Sami Kahn

Restricted and Repetitive Behaviors as Strengths, not Weaknesses: Evaluating the Use of Social Stories that Embed Restricted Interests on the Social Skills of Children with Autism Spectrum Disorder , Maya Nasr

Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses , Claudia A. Ruiz

Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways , Derrick Saddler

The Common Core State Standards: Its Reported Effects on the Instructional Decision Making of Middle School Social Studies Teachers , Tracy Tilotta

The Influence of Types of Homework on Opportunity to Learn and Students' Mathematics Achievement: Examples from the University of Chicago School Mathematics Project , Yiting Yu

Theses/Dissertations from 2014 2014

Picturing the Reader: English Education Pre-service Teachers' Beliefs About Reading Using Photovoice , Michael Dicicco

The Effect of Music Cadence on Step Frequency in the Recreational Runner , Micaela A. Galosky

Balanced Artistry: Describing and Explaining Expert Teacher Practice as Adaptive Expertise , Nina Graham

The Fight Within: Experiences of School District Employees Who Advocate for the Rights of Their Own Children with Disabilities Inside the Districts Where They Work, a Heuristic Case Study , Keri Haley

A Phenomenological Study of the Experiences of Higher Education Students with Disabilities , Allen J. Heindel

Constructing an "Appropriate" Education in Florida Special Education Due Process Final Orders , Michelle Henry

The Effect of Teachers' Epistemological Beliefs on Practice , Milton David Huling

Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School , Suzette Anissia Kelly

"Choosing My Words Carefully": Observing, Debriefing, and Coaching Four Literacy Teachers' Through Their Lessons , Iveta Maska

Presentation of Civic Identity in Online High School Social Studies Discussion Forums , Holly Mcbride

In Our Image: The Attempted Reshaping of the Cuban Education System by the United States Government, 1898-1912 , Mario John Minichino

The Hypertrophic Effects of Practical Vascular Blood Flow Restriction Training , John Francis O'halloran

Science Teachers' Understandings of Science Practices before and after the Participation in an Environmental Engineering Research Experiences for Teachers (RET) Program , Dilek Özalp

The Effects of Emotive Reasoning on Secondary School Students' Decision-Making in the Context of Socioscientific Issues , Wardell Anthony Powell

Interagency Collaboration for the Provision of Services to Migrant Children with Disabilities: An Exploratory Study , Georgina Rivera-Singletary

Reflections in the Classroom: Perspectives on Teaching for Social Justice from Secondary Social Studies Educators , Gregory Lee Samuels

A Case Study of the Roles and Perceptions of Writing Coaches , Amy June Schechter

Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts , James L. Welsh

Theses/Dissertations from 2013 2013

Attitude Toward Digital and Print-Based Reading: A Survey for Elementary Students , Diedre D. Allen

Playing in Trelis Weyr: Investigating Collaborative Practices in a Dragons of Pern Role-Play-Game Forum , Kathleen Marie Alley

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