doctor of education tesol

Doctor of Education in TESOL

Conduct groundbreaking scholarly research and make a global impact as a leader in the field with this 90-point Doctor of Education in TESOL, PK-12.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Education

• Points/Credits: 75
• Entry Terms: Fall

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Additional information.

• English Proficiency exam required for all non-native English speakers, see program website for acceptable exams and score minimum

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

The Applied Linguistics and TESOL Program offers a Doctor of Education degree with fourAreas of Specialization: language use, second language acquisition, second language assessment, and language and technology. Please see the descriptions for each of these Areas of Specialization below.

Students who did not receive their M.A. or Ed.M. from Teachers College will be expected to complete all the required courses or their equivalent for the M.A./Ed.M programs in Applied Linguistics or TESOL at Teachers College.

Doctoral students have five types of requirements: (1) doctoral candidacy requirements, (2) Area of Specialization course requirements, (3) elective courses, (4) required out-of-program breadth courses, (5) research and statistics courses. All course decisions must be made in consultation with the faculty advisor.

Transfer Courses (45 or 60 points):

Students with an M.A. or Ed.M. from Teachers College can use up to 60 prior TC credits toward their Ed.D. program. Students from other institutions may be eligible to transfer up to 45 points from previous graduate study at an accredited institution. All points transferred must be from coursework relevant to the degree program enrolled in, and any transfer of credits must meet the approval of the student's faculty advisor.

Candidacy Requirements for All Ed.D. Students (Minimum 15 points; courses may be taken several times):

A&HL 5507: Research paper in applied linguistics (3)

A&HL 6507-A: Doctoral seminar in applied linguistics (3) (Closed-Book Certification Exam)

A&HL 6507-B: Doctoral seminar in applied linguistics (3) (Qualifying Paper/Pilot Study)

A&HL 7507: Dissertation seminar in applied linguistics (3) (Dissertation Proposal)

A&HL 8907: Dissertation advisement in TESOL and applied linguistics (0) (Dissertation Submission)

When doctoral students reach approximately 50 points in the program and have been at Teachers College for at least one year, they may register for a doctoral seminar every semester pending advisor’s approval.

Doctoral preparation involves four successive stages:

Developing a critical understanding of the research literature in a given area (5500 Research Paper; 6500 Part A: Certification Exam)

Conceptualizing and carrying out a pilot study in the area of inquiry (6500 Part B: Qualifying Paper) 

Writing a dissertation proposal in the area of inquiry (Dissertation Proposal) 

Carrying out the study and writing the dissertation (Dissertation Submission)

Doctoral students are required to demonstrate research preparedness in a substantive area by passing the research paper at the 5500 level; the certification exam and pilot study at the 6500 level; the dissertation proposal at the 7500 level; and the completed dissertation at the 8000 level. Students are expected to make steady and continuous progress toward the degree. Students who fail to make timely progress may be asked to leave the program. Timely progress will be determined by the program faculty. 

Students who receive less than a B+ on the 5500 paper will be terminated from the doctoral program, and will receive an Ed.M. degree if their 5500 paper is of acceptable quality. Students may retake 6500 part A or B one time. If students do not pass the proposal or the proposal defense, they will be asked to leave the program. In the event of a failed dissertation defense, faculty may petition the Ed.D committee to permit one additional retake, if extraordinary circumstances apply.

Doctor of Education in Applied Linguistics or TESOL (90 pts; Second Language Acquisition Area of Specialization)

The second language acquisition area of specialization requires a minimum of 90 graduate credits beyond the bachelor's degree. It has five types of  requirements: (1) doctoral candidacy requirements (listed above), (2) specialization-specific courses, (3) elective courses, (4) out-of-program breadth courses, and (5) research and statistics courses. 

Specialization-Specific Courses (15 points):

A&HL 4087: Introduction to second language acquisition

A&HL 5008: Learner language analysis (3)

A&HL 5087: Second language acquisition in the classroom (3)

A&HL 5097: Task-based Language teaching (3)

A&HL 6087: Advanced second language acquisition (3)

Various topics courses (3)

Research Methods and Statistics Courses (12 points):

A&HL 5575: Research literacy in applied linguistics and TESOL (3)

Three courses from the following:

A&HL 6000: Second language test validation (3)

A&HL 6040: Classroom-based language assessment (3)

A&HL 6060: Generalizability theory for second language testing (3)

A&HL 6089: Second language performance assessment (3)

C&T 5502: Introduction to qualitative research in curriculum and teaching (3)

HUDM 4050: Introduction to measurement (3)

HUDM 4122: Probability and statistical inference (3)

HUDM 5122: Applied regression analysis (3)

HUDM 5123: Linear models and experimental design (3)

ITSF 4092: Qualitative research and evaluation in international education (3)

ITSF 5000: Methods of inquiry: Ethnography and participant observation (3)

ITSF 5001: Ethnography and participant observation: Structural and interpretive analysis (3)

ITSF 5002: Ethnography and participant observation: Comparative and qualitative analysis (3)

ORLJ 4009: Understanding behavioral research (3)

 Elective courses in Applied Linguistics and TESOL (9 points): 

A&HL 4104: Discourse analysis (3)

A&HL 4105: Conversation analysis (3)

A&HL 5020: Interactional sociolinguistics (3)

A&HL 5105: Classroom discourse (3)

A&HL 6031: Advanced conversation analysis (3)

A&HL 4090: Introduction to Corpus Linguistics (3)

A&HL 5090: Computational Linguistics for Applied Linguists (3)

A&HL 5515: Adv.Topics: Applied Linguistics I: Introduction to Corpus Linguistics (3)

A&HL 4089: Teaching writing to ESL students (3)

A&HL 5011: Technology-based language teaching and material design (3)

A&HL 5199: Topics in language assessment (3)

A&HL 6060: Generalizability theory for second language assessment research (3)

Out-of-program breadth courses (6 points of any combination):

BBS 5068: Brain and behavior I (2)

BBS 5069: Brain and behavior II (2)

HBSK 4074: Development of reading comprehension strategies and study skills (2-3)

HBSK 5096: Psychology of memory (2-3)

HUDK 4015: Psychology of thinking (2-3)

HUDK 4029: Human cognition and learning (2-3)

HUDK 4035: Technology and human development (2-3)

HUDK 4080: Educational psychology (2-3)

HUDK 5021: Personality development and socialization in childhood (2-3)

HUDK 5023: Cognitive development (2-3)

HUDK 5024: Language development (2-3)

HUDK 5025: Spatial thinking (2-3)

HUDK 5029: Personality development and socialization across the lifespan (2-3)

HUDK 5030: Visual explanations (2-3)

HUDK 5039: Design of intelligent learning environments (2-3)

HUDK 5090: Psychology of language and reading (2-3)

MSTU 4133: Cognition and computers (2-3)

Transfer Courses (up to 45 points, see above) 

Candidacy Requirements (15 points, see above) 

Doctor of Education in Applied Linguistics or TESOL (90 pts; 2nd Lang. Assessment Area of Specialization)

The second language assessment area of specialization requires a minimum of 90 graduate credits beyond the bachelor's degree. It has five types of requirements: (1) doctoral candidacy requirements (listed above), (2) specialization-specific courses, (3) elective courses, (4) out-of-program breadth courses, and (5) research and statistics  courses. 

A&HL 5512: Historical changes in language testing research (3)

A&HL 6000 : Second language test validation (3)

A&HL 6060: Generalizability theory for L2 testing research (3)

A&HL 6407: Internship in applied linguistics and TESOL: Assessment lab (3)

Research Methods and Statistics Courses (6 points): 

One or more from the following depending on the dissertation topic:

HUDM 5124: Multidimensional scaling and clustering (3)

HUDM 6030: Multilevel and longitudinal data analysis (3)

HUDM 6051: Psychometric theory I (3)

HUDM 6052: Psychometric theory II (3)

HUDM 6055: Latent structure analysis (3)

HUDM 6122: Multivariate analysis I (3)

HUDM 6123: Multivariate analysis II (3)

The HUDM courses can also be counted as Breadth Courses (see below).

Elective Courses in Applied Linguistics and TESOL (9 points):

A&HL 6097: Task-based language teaching (3)

A&HL 5090: Computational Linguistics for Applied Linguists

Courses can be taken at an affiliate campus in the Columbia University community with advisor’s approval.

Out-of-Program Breadth Courses (6 points): 

HUDK 4074: Reading comprehension strategies and study skills (2-3)

MSTU 4036: Hypermedia and education (2-3)

HUDK 4029: Cognition and learning (2-3)

MTSU 4133: Cognition and computers (2-3)

Candidacy Requirements (15 points, see above)

Doctor of Education in Applied Linguistics or TESOL (90 pts; Language Use Area of Specialization)

The language use Area of Specialization requires a minimum of 90 graduate points beyond the bachelor's degree. This Area of Specialization has five types of requirements: (1) doctoral candidacy requirements (listed above), (2) Area of Specialization course requirements, (3) elective courses, (4) required out-of-program breadth courses, and (5) research and statistics courses. 

Area of Specialization Requirements for Language Use (9 points):

A&HL 4020: Interactional sociolinguistics (3)

A&HL 4106: Text and textuality (3)

A&HL 5106: Language Socialization (3)

Research Methods and Statistics Requirements for Language Use (6 points minimum):

To ensure that students have the skills to do scholarly research in an Area of Specialization, they are required to take a minimum of 6 points in research methods, statistics, and measurement. Depending on the type of dissertation, they may be asked to take additional courses in linguistic analysis, qualitative methods, or quantitative methods.

One course from the following:

Additional courses chosen with advisor's approval

Elective Courses (Must have advisor’s written approval)

A&HL 4101: Phonetics and phonology (3)

A&HL 5085: Advanced syntax (3)

A&HL 5008: Interlanguage analysis (3)

A&HL 5090: Introduction to Corpus Linguistics (3)

A&HL 5512: Historical perspectives on language testing research (3)

A&HL 5519: Instructed second language acquisition and assessment (3)

Various topic courses (3)

A&HL 6090 Computational linguistics for Applied Linguistics (3)

Out-of-Program Breadth Courses (6 points total, chosen with advisor's approval). Below is just a sample: 

ITSF 5003: Communication and Culture (3)

ITSF 5016: Ethnography of education (3)

Transfer Courses (up to 45 points; see above) Candidacy Requirements (15 points; see above)

Doctor of Education in Applied Linguistics or TESOL (90 pts; The Language & Technology Area of Specialization)

The language & technology area of specialization requires a minimum of 90 graduate credits beyond the bachelor's degree. It has five types of  requirements: (1) doctoral candidacy requirements (listed above), (2) specialization-specific courses, (3) elective courses, (4) out-of-program breadth courses, and (5) research and statistics courses. 

Specialization-Specific Courses (9 points):

A&HL 4090 Introduction to Corpus Linguistics (3)

A&HL 5011 Technology-based language teaching and materials design (3)

A&HL 5090 Computational linguistics for Applied Linguistics (3)

A&HL 5575 :Research Literacy in AL and TESOL

HUDM 4050: Introduction to Measurement

HUDM 4122: Probability and Statistical Inference

HUDM 5122: Applied Regression Analysis

HUDM 5123: Linear Models and Experimental Design

HUDM 5124: Multidimensional Scaling and Clustering

HUDM 6030: Multilevel and Longitudinal Data Analysis

HUDM 6051: Psychometric Theory I

HUDM 6052: Psychometric Theory II

HUDM 6055: Latent Structure Analysis

ORLA 6641: Advanced Research Methods and Design

Elective Courses (9 points): 

A&HL 6089: Second language performance assessment (3) A&HL 4104: Discourse analysis (3)

Out-of-Program Breadth Courses (6 points):

HUDK 4005: Equity, Ethical, and Social Issues in Educational Technology

MTSU 4133: Cognition and computers

HUDK 4035: Technology and human development

MSTU 4040: Mobile Learning 

HDUK 4050: Core methods in educational data mining

HUDK 4051: Learning analytics: process and theory

HUDK 4052: Data, Learning, and Society

HUDK 4054: Managing education data

MSTU 4083:Instructional Design of Educational Technology 

MSTU 5000: Virtual, Augmented, Mixed Reality and Games as Learning Tools

ORLA 6541: Applied Data Science in Organizations and Leadership

Transfer Courses (up to 45 points, see above) Candidacy Requirements (15 points, see above)

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Teachers College, Columbia University 316 Zankel

Phone: (212) 678-3795 Fax: (212) 678-3428

Email: tesolalofc@tc.edu

EdDPrograms.org

Ed.D. in TESOL & Bilingual Education Programs

Planning a leadership or college teaching career in TESOL? Start with our Ed.D. in TESOL & Bilingual Education listings! Explore costs, curricula, and specializations. Compare on-campus and online TESOL doctorates. Discover whether you want to pursue a Ph.D. or an Ed.D. And learn more about job opportunities & salary figures for Ed.D. graduates in TESOL fields.

What is an Ed.D. in TESOL or Bilingual Education?

Ed.D. programs in Teaching English to Speakers of Other Languages (TESOL), English as a Second Language (ESL), English as a Foreign Language (EFL), English Language Arts (ELA), and Bilingual Education are aimed at experienced TESOL teacher educators who want to move up the career ladder, as well as education professionals who create, supervise, and assess TESOL programs.

You may wish to earn an Ed.D. in TESOL or Bilingual Education in order to:

• Work in TESOL administration or curriculum development
• Become a Professor of TESOL in a college or university
• Learn how to train TESOL & bilingual educators
• Apply research in applied linguistics to real-world scenarios
• Become an agent of change in your current setting

Graduates of Ed.D. programs in TESOL often work in public and private schools, higher education settings, and community & government agencies, both in the U.S. and abroad.

Types of Doctorate in TESOL Programs

Ed.d. in tesol & related fields.

Think of TESOL as a highly specific field representing the meeting point between applied linguistics and curriculum & instruction. Within our listings , you’ll find a wide variety of programs in this field, including doctorates that focus on:

• Applied Linguistics: Some Ed.D. programs in TESOL place a great deal of emphasis on linguistic theory & strategies. Programs like Columbia University’s Ed.D. in Applied Linguistics and TESOL , the University of Pennsylvania’s Ed.D. in Educational Linguistics , and Hofstra University’s Ed.D. in Teaching and Learning – Applied Linguistics tackle linguistic principles and methodologies that can be easily adapted to the teaching of languages other than English.
• English Instruction: Other Ed.D. programs in TESOL choose to address the practicalities of English instruction. For instance, Columbia University’s Ed.D. in the Teaching of English , Northcentral University’s Online Ed.D. in English Language Learning , and the University of Central Florida’s Ed.D. in Curriculum and Instruction – English Language Arts focus on applied TESOL, with less attention given to the linguistics principles that undergird it.
• Curriculum & Instruction: As you might expect, TESOL is a relatively common subspecialty within the Ed.D. in Curriculum and Instruction. Even programs specifically dedicated to TESOL tend to include a strong curriculum design component.

Alternative Ed.D. in TESOL Terms

• TESOL: The term TESOL, meaning “Teaching English to Speakers of Other Languages,” began to become the industry standard in the United States after the TESOL International Organization was founded in 1966. Other popular terms include TESL (“Teaching English as a Second Language”) and TEFL (“Teaching English as a Foreign Language”).
• Bilingual Education: Bilingual education usually refers to teaching students in their native language (e.g. English) in conjunction with a second language. Bilingual educators employ differing levels of these two languages depending on curricula requirements & teaching models.
• ESL/EFL: ESL (“English as a Second Language”) and EFL (“English as a Foreign Language”) refer to the field from a student-centered perspective. Strictly speaking, ESL teachers work in English-speaking countries with students whose first language is not English. EFL educators teach English outside of the United States in areas where English is not the primary language.
• ELA: ELA stands for “English Language Arts.” This term—popularized within Common Core standards—is used to refer to English usage, acquisition, and literary study, regardless of whether or not the student is a native English speaker and regardless of whether the study of the field is basic (as in the case of an introductory ESL course) or advanced (as in the case of a Ph.D. in English).

Ph.D. vs. Ed.D. in TESOL or Bilingual Education

An Ed.D. in TESOL or Bilingual Education is a good choice for TESOL educators who are interested in administrative, leadership, and curriculum development jobs within the field. Ed.D. programs emphasize problems of practice and real-world learning.

In general, a Ph.D. is regarded as a more competitive credential than an Ed.D. for tenure-track academic positions. This could make a Ph.D. in Applied Linguistics and/or TESOL a better fit for educators looking at college-level positions.

However, there are few caveats to these statements:

• Ed.D. programs in TESOL tend to be more research-driven and Ph.D.-like than Ed.D. programs in other educational specialties. This could mitigate the perception that an Ed.D. in TESOL is a less rigorous research degree than a Ph.D. in the same field.
• The international TESOL market is growing. Most of the new teacher educator & administrative jobs in this field are opening up in international campuses overseas, where diverse degree nomenclature is the norm. This means that, in many cases, stereotypes about the relative research intensity of a Ph.D. versus that of an Ed.D. may not be relevant.
• The TESOL/ESL market is one of the few U.S. education sectors that’s actually expected to shrink in the years ahead. That being the case, it’s possible that open U.S. tenure-track TESOL teacher educator positions might become difficult to obtain in general, regardless of the type of terminal degree you have.

There’s a lot to consider before deciding between a Ph.D. and Ed.D., so head over to our guide ( here ) to learn more about which option is best for you.

Earning an Ed.D. in TESOL or Bilingual Education

Tesol prerequisites.

• Master’s Degree: Applicants to an Ed.D. in TESOL are expected to hold a master’s degree in TESOL, education, or applied linguistics. A master’s degree in English or M.F.A. in Writing may be allowed on a special-case basis if the curriculum focuses to an unusual degree on applied linguistics and English language instruction, but these exceptions are rare and may still necessitate bridge coursework.
• Work Experience: Some universities have a minimum requirement (e.g. 3+ years of teaching); some don’t. But they will all be reviewing your résumé for evidence of relevant professional experience.
• Minimum GPA: Most Ed.D. programs in TESOL require a minimum 3.0 GPA. High-flying Colleges of Education may ask for a GPA of 3.25-3.5.
• Additional Requirements: Doctoral students may also be expected to submit GRE or MAT scores, an admissions essay, an academic writing sample, 2-4 letters of recommendation, and/or a résumé. Foreign nationals whose native language is not English will often have to submit a TOEFL or IELTS score.

TESOL Coursework

The easiest way to learn about coursework is to visit the curriculum links in our listings . Ed.D. programs in TESOL tend to be highly technical in nature, and more specialized than Ed.D. programs in other fields. Even Alliant International University’s Ed.D. in TESOL , which emphasizes practical elements of the field and does not advertise itself as a program in applied linguistics, still includes coursework in:

• Sociolinguistics
• Psycholinguistics
• Language acquisition
• Specialized linguistic disciplines

Beyond the realm of applied linguistics, you can expect a heavy dose of coursework in curriculum and instruction. For example, in addition to linguistics work, Texas A&M University Kingsville’s Ed.D. in Bilingual Education includes credits in:

• Classroom Work (e.g. Management Systems for Instruction, Clinical Supervision of Instruction, Evaluation of Instruction)
• Methodologies (e.g. Teaching English as a Second Language, Teaching Spanish Language Skills, Teaching English Reading, Teaching Subject Matter in Spanish)
• Cultural Studies (e.g. History of the Mexican-American/Sociology of the Mexican-American/Literature of the Mexican-American)

Finally, all Ed.D. programs in TESOL will include research coursework to prepare you for the dissertation or capstone.

TESOL Internship & Fieldwork

The emphasis on academic research within the TESOL specialty means that internships and fieldwork requirements are relatively light. Wayne State’s Ed.D. in English Education , which limits the fieldwork requirement to a single 3-hour supervisory practicum, is fairly typical in this respect.

TESOL Dissertation

Every Ed.D. in our program database with a major in TESOL requires a traditional dissertation. In most other fields, Ed.D. programs are available that include a capstone project or project portfolio in lieu of a dissertation. In the highly specialized, theory-driven field of TESOL, no such alternatives are available.

A few Ed.D. programs in other fields that offer a specialization track in TESOL allow students to pursue a capstone project rather than a dissertation.

Online Ed.D. in TESOL Programs

Are ed.d. in tesol programs offered online.

You’ll find a few Online Ed.D. programs in TESOL & Bilingual Education in our listings . We’ve flagged them with an “Offered Online” marker. They are rare!

Do Online Ed.D. in TESOL Programs Contain Residencies?

It depends on the program. For example, the University of West Georgia’s online Ed.D. in School Improvement – TESOL contains a single summer residency over the course of the entire program. In contrast, Northcentral University’s Ed.D. in English Language Learning is 100% online, with no on-campus requirements.

TESOL Careers

Ed.d. in tesol jobs.

An education doctorate in TESOL will set you up for leadership & teacher training positions in the field. Common job titles for graduates include:

• TESOL Program Director
• TESOL Education/Linguistics Faculty
• TESOL Training Specialist/Consultant
• TESOL Curriculum Specialist
• TESOL Educational Technology Specialist
• Bilingual/ESL/EFL Program Coordinator
• TESOL Researcher

Keep in mind that TESOL is a growing international field. Many TESOL and ESL educators work overseas, often in lucrative administrative & teaching positions.

Ed.D. in TESOL Salary

The BLS monitors employment numbers & wage data for Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors , Postsecondary Education Teachers , and Instructional Coordinators . These three categories will provide you with low-end salary numbers, but they don’t deal with specific job titles.

For that, we suggest you choose a preferred job title (e.g. TESOL Assistant Professor) and compare data from common salary sites (e.g. Glassdoor, Payscale, Indeed, ZipRecruiter, etc.). If you’re interested in overseas jobs, you’ll need to dig a little deeper. Countries in the Middle East (e.g. UAE, Oman, Kuwait) and East Asia (e.g. Japan, Taiwan, South Korea) tend to offer higher salaries overall.

Is an Ed.D. in TESOL or Bilingual Education Worth It?

TESOL is not currently a fast-growing field in the United States, and the shrinking number of positions that do exist here are likely to become more competitive over the coming years. This could make an Ed.D. essential to your career’s long-term survival in a way that it might not be in most other fields. A terminal degree also positions you well to train ESL educators in growing overseas markets like China, South Korea, and the UAE.

If you’re thinking of pursuing a faculty position at a college or a university, we recommend you discuss your options with your mentors. Traditionally, a Ph.D. has been the favored qualification for academic roles. When we looked at job openings for TESOL professors, we found that some universities explicitly asked for a Ph.D. and others were happy to consider the Ph.D. or Ed.D. So you’ll have to make a decision about which path to take.

TESOL & Bilingual Education Resources

• Center for Adult English Language Acquisition (CAELA) : This research-driven organization promotes the teaching and acquisition of English as a second language in the United States.
• International Association of Teachers of English as a Foreign Language (IATEFL) : IATEFL provides networking opportunities and a job board for TESOL/ESL educators working in what is increasingly becoming a global field.
• National Council of Teachers of English (NCTE) : NCTE works to promote the teaching of English as a second language in the United States, from pre-K through college.
• TEFL.net : This online resource portal links to job postings, events, online courses, and discussion forums relevant to TESOL/ESL educators in the United States and abroad.
• TESOL International Association : This organization works to promote and preserve TESOL/ESL instruction in the United States while helping to broaden career, research, and networking opportunities overseas.

School Listings

13 Schools Found

Northcentral University

School of Education

Prescott Valley, Arizona

Online EdD in English Language Learning

Offered Online

• Curriculum Info
• How To Apply

Alliant International University

San Diego, California

Doctorate in Education in TESOL

Florida gulf coast university.

College of Education

Fort Myers, Florida

Doctor of Education in Multicultural/Lingual Education

University of central florida.

Orlando, Florida

EdD in Curriculum and Instruction - TESOL

University of west georgia.

Carrollton, Georgia

Online Doctor of Education in School Improvement - TESOL

Boise state university.

Boise, Idaho

Online EdD in Curriculum and Instruction - Bilingual Education/ENL

University of michigan-dearborn.

College of Education, Health, and Human Services

Dearborn, Michigan

EdD in Curriculum and Practice - English as a Second Language

Webster university.

Saint Louis, Missouri

Doctor of Education in Teaching English as a Second Language

Columbia university in the city of new york.

Department of Arts and Humanities

New York, New York

Doctor of Education in TESOL

Texas a & m university-commerce.

Commerce, Texas

Doctor of Education in Supervision, Curriculum and Instruction - Bilingual Education

Doctor of education in supervision, curriculum and instruction - english as a second language, texas a & m university-kingsville.

Department of Teacher and Bilingual Education

Kingsville, Texas

Doctor of Education in Bilingual Education

Texas southern university.

Department of Curriculum and Instruction

Houston, Texas

Doctor of Education in Curriculum and Instruction - Bilingual Education

The university of texas rio grande valley.

Department of Teaching and Learning

Edinburg, Texas

Doctor of Education in Curriculum and Instruction - Bilingual Studies

Search NYU Steinhardt

Teaching English to Speakers of Other Languages (TESOL)

The programs in Teaching English to Speakers of Other Languages (TESOL) are designed to prepare practicing and prospective teachers, researchers, and leaders with a firm foundation in applied linguistics and language and literacy development to meet the needs of students from diverse backgrounds. Including a substantial field-based component, our TESOL programs are premised on the integration of theory and practice and a reflective model of teaching that incorporates collaboration with colleagues, students, and communities.

Advanced Certificate Teaching English to Speakers of Other Languages Post-Baccalaureate Study

Learn to teach English around the world by building a strong foundation in second language theory and practice, language pedagogy, and completing internships in various sites throughout the city.

Application Extended: Still Accepting Applications

Master of Arts Teaching English to Speakers of Other Languages Grades K–12, Initial Certification

Engage in rigorous course work and hands-on learning in K–12 education sites as you prepare to teach English to diverse speakers in local and international contexts.

Master of Arts Teaching English to Speakers of Other Languages Non-Certification

Learn to teach English in local and international contexts through rigorous course work, hands-on learning in adult education sites, and study abroad options.

Master of Arts Teaching English to Speakers of Other Languages in Shanghai and NYC

This two-year program, taught at NYU Shanghai and in New York City, prepares you to become an expert English teacher for children and adolescents in China.

Master of Arts World Language Education / Teaching English to Speakers of Other Languages Dual Certification

Broaden your career options by becoming eligible for both New York initial teaching certification in a world language and TESOL.

Doctor of Philosophy Teaching English to Speakers of Other Languages

Engage in course work and research focused on language education pedagogy, language assessment, sociolinguistics, intercultural communication, and bilingual and multilingual teaching and learning in local and global contexts.

Minor Teacher Education

Explore a career as a classroom teacher or in fields such as psychology, advocacy, or social work through the study of education and human development in this undergraduate minor.

Miriam Eisenstein Ebsworth

Associate professor of english education.

Erica Saldívar García

Clinical assistant professor and program director of tesol, bilingual, and world language education.

Robin E. Harvey

Clinical associate professor of tesol, bilingual and world language education.

Co-Director of MA TESOL (Shanghai), Clinical Professor of TESOL

Lorena Llosa

Vice dean of academic affairs, professor of education.

Shondel Nero

Professor of language education.

Kentei Takaya

Associate Professor of Language Education

Heather Woodley

Clinical associate professor of tesol, bilingual education, and world language education, related programs.

Bilingual Education

Prepare to work with students from diverse linguistic and educational backgrounds through a career as a K–12 bilingual education teacher or researcher.

World Language Education

Prepare for a career as a teacher of Chinese, French, Italian, Japanese, or Spanish to learners in diverse national and international settings.

Education (PhD) – Teaching English to Speakers of Other Languages

Program at a glance.

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

This program is temporarily no longer accepting applications Fall 2024- Fall 2026.

Combining the interdisciplinary expertise of faculty in two Colleges, the PhD Track in TESOL offers students in-depth experiences in the research, theory, and practice of TESOL, as well as flexibility in selecting a complementary cognate that meets their professional goals.

The Teaching English to Speakers of Other Languages (TESOL) track in the Education PhD program requires at least 63 credit hours of study beyond the master's degree. The curriculum includes 24 credit hours of core courses, 15 credit hours of TESOL specialization courses, 9 credit hours of cognate courses, and 15 credit hours of dissertation. All students must also complete the candidacy examination.

Total Credit Hours Required: 63 Credit Hours Minimum beyond the Master's Degree

University of Central Florida Colleges

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Track Prerequisites

A master's degree in a closely related field.

Prerequisites

• TSL 6250 - Applied Linguistics in ESOL 3 Credit Hours
• TSL 6440 - Assessment Issues in TESOL 3 Credit Hours
• TSL 6642 - Issues in Second Language Acquisition 3 Credit Hours
• EDF 6401 - Statistics for Educational Data 3 Credit Hours
• TSL 5345 - Methods of ESOL Teaching 3 Credit Hours or TSL 5085 - Teaching Language Minority Students in K-12 Classrooms 3 Credit Hours

Degree Requirements

Required courses.

• IDS7500 - Seminar in Educational Research (1 - 99)
• IDS7501 - Issues and Research in Education (3)
• EDF7475 - Qualitative Research in Education (3)
• EDF7403 - Quantitative Foundations of Educational Research (3)
• EDF7463 - Analysis of Survey, Record, and Other Qualitative Data (3)
• IDS7502 - Case Studies in Research Design (3)
• EDF7406 - Multivariate Statistics in Education (3)
• IDS 7502 - Case Studies in Research Design may be substituted for one of the approved research electives from group A listed in the Program Details section below. EDF 7406 - Multivariate Statistics in Education may be substituted for one of the approved research electives from group B listed in the Program Details section below.

Specialization

• TSL6643 - Diachronic Analysis of Second Language Acquisition Processes (3)
• TSL6379 - Second Language Literacy (3)
• TSL6600 - Second Language Vocabulary Acquisition (3)
• TSL6252 - Sociolinguistics for ESOL (3)
• TSL7006 - Second Language Teacher Preparation (3)
• Earn at least 9 credits from the following types of courses: A minimum of 9 credit hours of cognate courses must be approved by the adviser and graduate program director. Possible cognates include Communication Sciences and Disorders, Community College Teaching, Exceptional Education, Global and Comparative Education, Multicultural Education, Instructional Technology, Program Administration, Reading, and other related areas.

Dissertation

• Earn at least 15 credits from the following types of courses: TSL 7980 - Dissertation Research Doctoral students must present a prospectus for the dissertation to the doctoral adviser, prepare a proposal and present it to the dissertation committee, and defend the final research submission with the dissertation committee.

Examinations

• A qualifying examination will be required during the first year of study as an intake, diagnostic tool to determine student proficiency in TESOL. A written candidacy examination will be required to be admitted to candidacy and will normally occur at the completion of course work.
• The following are required to be admitted to candidacy and enroll in dissertation hours: - Completion of all course work, except for dissertation hours. - Successful completion of the candidacy examination. - Successful defense of the written dissertation proposal. - The dissertation advisory committee is formed, consisting of approved graduate faculty and graduate faculty scholars. - Submission of an approved program of study.

Additional Program Requirement

• Students must have completed a minimum of two college-level courses in a foreign language or basic proficiency in a foreign language as measured by the American Council on the Teaching of Foreign Languages (ACTFL) oral proficiency interview (OPI) or other assessment approved by the program faculty before completion of 36 hours of study. Non-native speakers of English may use their native language to meet this requirement. This requirement may be satisfied prior to admission but must be satisfied prior to candidacy.

Grand Total Credits: 63

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

Group A (Course below may be taken in place of IDS 7502 - Case Studies in Research Design in fulfilling CORE requirement above)

• EDF 7406 - Multivariate Statistics in Education 3 Credit Hours
• EDF 7405 - Quantitative Methods II 3 Credit Hours
• EDF 7410 - Application of Nonparametric and Categorical Data Analysis in Education 3 Credit Hours
• EDF 7415 - Latent Variable Modeling In Education 3 Credit Hours
• EDF 7473 - Ethnography in Educational Settings 3 Credit Hours
• EDF 7474 - Multilevel Data Analysis In Education 3 Credit Hours
• EDF 7488 - Monte Carlo Simulation Research in Education 3 Credit Hours
• SPA 7495 - Doctoral Seminar II: Spoken and Written Language Disorders 3 Credit Hours (Communication Sciences Track students only)
• IDS 7938 - Research Cluster Seminar 3 Credit Hours

Group B (Course below may be taken in place of EDF 7406 - Multivariate Statistics in Education in fulfilling CORE requirement above)

Independent Learning

The dissertation satisfies the independent learning experience.

PhD in Language and Literacy Education (TESOL and World Language Education)

Become an expert literacy educator-scholar in your field with our flexible, challenging Ph.D. program in Language and Literacy Education.

This emphasis aligns with the Georgia Performance Standards requirements for certification upgrade.

The TESOL and World Language Education community includes faculty and students with interests in several areas, including:

• Second-language acquisition
• Language assessment
• Teaching English to speakers of other languages (ESOL)
• Bilingual and world language education
• Heritage language education
• Less commonly taught languages
• Bi/multiliteracies
• Spanish children’s literature
• Multilingual poetry and memoir
• School-university partnerships
• Multicultural education
• Computer assisted language learning
• Language policy
• Bilingual cognition

We focus on a range of language education research methodologies including qualitative and quantitative analysis, arts-based inquiry, corpus analysis, discourse analysis, systemic functional linguistics, narrative inquiry, and ethnography. We bring these areas together in order to better address the needs of all learners in increasingly global and local (“glocal”) communities.

• Become eligible for high levels of teaching certification from the Georgia Professional Standards Commission
• Work with nationally and internationally celebrated faculty
• Our graduates are placed in top-tier universities across the country

Become proficient in TESOL and world Language Education through formal internships (in both research and university teaching), special courses, and independent research projects.

You will gain a broad core of proficiencies through the language and literacy education program’s courses as well as courses in other departments and programs. Students who wish to qualify for the Georgia Professional Standards Commission T6 or T7 promotions must consult planning sheets for their emphasis area.

To receive your doctoral degree, you will take a minimum of 46 semester hours of academic credit. This includes a minimum of 30 semester hours for admission to candidacy, and a minimum of 16 hours of 8000- and 9000-level courses. Requirements include:

• An introductory seminar (LLED 8000)
• Four research methodology courses
• Diversity studies
• A research apprenticeship

In consultation with a major professor, you will form a doctoral committee made of faculty who reflect your research goals. This team charts a path through the coursework, the comprehensive examination, the prospectus, and eventual dissertation.

The research apprenticeship pairs doctoral students with our nationally and internationally recognized faculty on a range of research activities. Past students have worked on writing grants, research design and implementation, collaborative writing and presenting, and community service work.

• Ph.D. Yearly Progress Form (PDF)
• Doctoral Program Requirements (PDF)
• Journal Articles Dissertation Format (PDF)

Our Faculty

A hallmark of our program is the close mentoring relationships doctoral candidates develop with our award-winning faculty. You will have numerous opportunities to apprentice on research projects, author articles and book chapters, present at national and international conferences, and teach university courses.

Our faculty have formed partnerships with local public school districts and community organizations. They also are affiliated with Linguistics, Germanic and Slavic Studies, Romance Languages, the Qualitative Research Program, the Center for Latino Achievement and Success in Education, the Latin American and Caribbean Studies Institute, and other units on campus.

Additional information and disclosures regarding state licensure for professional practice in this field can be found at the UGA Licensure Disclosure Portal .

Financial Assistance

Research assistantships and fellowships.

A limited number of highly competitive research assistantships and fellowships are available for those who are seeking to begin their degree program in Fall (August). These assistantships offer four years of funding (tuition, the majority of fees, and a monthly stipend) and focus on research. There may also be opportunities to teach undergraduate courses, depending on the requirements of the research assistantship or fellowship. Those interested in this type of funding should apply to our degree program by January 1st. Prior to or upon notification of admission from the Graduate School, contact the TESOL and World Language Education (TWLE) program coordinator to express your interest in applying for these awards. Assistantship notifications are typically sent between March and May.

Teaching Assistantships

We offer a limited number of teaching assistantships every year for those who are seeking to begin their degree program in Fall (August). These assistantships provide one year of funding (tuition, the majority of fees, and a monthly stipend) with the possibility of renewal for up to three additional years. Teaching Assistants typically serve as an Instructor of Record (IOR) for undergraduate courses offered by the department and/or provide instructional assistance to faculty teaching graduate level courses. Those interested in this type of funding should apply to our degree program by January 1st. Prior to or upon notification of admission from the Graduate School, complete the Teaching Assistantship Application . Assistantship notifications are typically sent between March and May.

Additional Funding Opportunities

Please visit the following websites for more information about graduate student scholarships, in-state tuition waivers, and other funding opportunities.

• UGA Graduate School: Funding Your Graduate Education
• Mary Frances Early College of Education Financial Assistance
• Regent’s Research Out-of-State Tuition Waivers Domestic Students
• Office of Global Engagement Out-of-State Tuition Waivers International Students
• UGA Career Center Listing of Part-time Campus Jobs
• Office of Student Financial Aid

How to Apply

Applicant requirements.

To be considered for our doctoral program, we

• recommend that applicants’ undergraduate GPA be at least a 3.0 and that applicants have at least two years of teaching;
• require all applicants to have a master’s degree from an accredited college or university in an area of language and/or literacy education, or a related field; and
• score at least a score of 100 on the TOEFL test, with a minimum score of 26 in speaking and 25 in writing;
• score at least a score of 7.5 on the IELTS test, with a minimum score of 8 in speaking and 7.0 in writing; and
• demonstrate proficiency with two languages as evidenced by a bachelor’s degree in English linguistics and literature OR a master’s degree where English was the medium of instruction

While completing your Graduate School application, include the required documents listed below. For anyone applying for Fall 2024 matriculation, GRE scores are no longer required .

• Statement of Purpose that includes the emphasis area of your doctoral studies ( English Education, Literacies and Children’s Literature, or TESOL or World Language Education )
• Current resume or CV
• TOEFL or IELTS scores ( required for international applicants )
• Unofficial transcripts from all institutions attended
• Three (3) letters of recommendation
• Writing sample of no more than 20 pages

Fall semester is the only admissions term in which funding is awarded each year. Funding consideration will be given to students who apply for Fall matriculation by January 1 .

Apply to the University of Georgia

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education. The Graduate School website contains important details about the application process, orientation, and many other useful links to guide you through the process of attending UGA at the graduate level.

Start A Graduate School Application

Deadline To Apply

If you plan to start in a Spring semester, the deadline for applications is Nov. 15 (Oct. 15 for international applications)

To start in the Summer or Fall, applications are due April 1.

Log Into Existing Application

Additional Resources

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty

Most graduate students at UGA are not assigned to a faculty advisor until after admittance. A close working relationship with your advisor is paramount to progressing through your program of study.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

Our students have a range of opportunities available outside the classroom as well, from professional organizations, experiential learning, clubs and other non-academic experiences.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

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PhD in TESOL

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Programme Leader:   Dr Irena Kuzborska

The PhD in TESOL is available to be studied in 3 modes: part-time, full-time, and  distance learning

In order to apply for a PhD place, we ask that you first submit an application form.  We cannot accept a CV or any other documentation in place of a formal application.  When you apply for a PhD place, you must submit a research proposal about 1,500 words in length. More information about the PhD application and admissions process can be found on the How to apply and FAQ  pages . Apply now

The PhD in TESOL (Teaching English to Speakers of Other Languages) emphasises state-of-the-art second and foreign language research, and is designed to enhance specialised knowledge through academic study and research.

The programme is suitable for:

• English as second or foreign language teachers
• teacher educators
• professional development administrators
• curriculum developers
• materials writers
• researchers

The course emphasises state-of-the-art second and foreign language research. It focuses on practice and aims to help students to achieve a critical understanding of teaching theories and to obtain solid grounding in research methodology appropriate for conducting research projects in their professional contexts.

Our PhD research students in recent years have come both from the United Kingdom and from many overseas countries. Many of our overseas students have chosen to conduct studies which involve collecting fieldwork data in their home country. Proposals to conduct a study which involves collecting fieldwork data overseas are welcomed.

Entry requirements

Applicants are expected to have a good honours degree or a master's degree (MA, MSc or MEd) in a relevant discipline (eg TESOL, Applied Linguistics, ELT, or Education) although candidates with other evidence of ability to succeed at PhD level will also be considered.

If English is not your first language, we do expect you to be able to demonstrate a high level of proficiency.  The minimum requirement for PhD in TESOL is IELTS 7.0 with 6.5 in Reading, Writing, Listening and Speaking.  For further information please see  English language requirements .

Apply now for the PhD in TESOL

Apply now for the PhD in TESOL (Distance Learning)

Applying for a PhD How do I apply for a PhD? Scholarships and funding Tuition fees and expenses York Graduate Loyalty Discount UK government postgraduate loan scheme

Further information Our Research Centres York Graduate Research School Meet our PhD students Educational Research Group  (ERG) Writing Centre

Department of Education University of York , Heslington , York , YO10 5DD , UK Tel: work +44 (0)1904 323460 | [email protected]

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School : California School of Education

Modality(ies) : On-ground

Calendar(s) : Semester

CIP Code : 13.1401

Program Description/Overview

This program is designed to meet the ever-increasing demand for specialists in Teaching English to Speakers of Other Languages (TESOL) in schools, universities, government, independent agencies and other organizations throughout the world. The program prepares respected practitioner-scholars with a focus on TESOL theory and methodology, research, curriculum, technology, and teacher education.

Effective Fall Semester 2022, Alliant International University will not be accepting applications for admission or admitting new students to this program.

Program Learning Outcomes/Goals

Students in the program will develop competencies in areas related to leadership positions in the field of second language education. Students will advance their knowledge in the areas of language acquisition, applied research, teacher training, and language program operation. Throughout the program, students will demonstrate a commitment to professional development and community engagement.

• Develop a knowledge base in the structural analysis of language, language development, language acquisition, and language varieties as related to personal, social, and contextual factors; understand and support the role of technology in language acquisition.
• Apply knowledge of language learning and language use and their connections to biological, psychological, social and cultural factors, and explore how this language learning and use is reflected in language policy and planning.
• Demonstrate competence in second language pedagogy, curriculum design and development, program administration, and language assessment, and apply this knowledge as they develop training and leadership skills as educators.
• Engage with the body of TESOL professional literature and conduct field-specific research in furtherance of advancing the knowledge base of the profession.
• Develop a commitment toward professional engagement, including establishing a relationship with the TESOL professional community; demonstrate a commitment to sustained professional development; competence in scholarly dispositions required of TESOL professionals. 

Credit Units

Total Credit Units: 51

Total Core Credit Units: 48

Total Elective Credit Units: 3

Total Concentration Credit Units: N/A

Degree Requirements

A comprehensive exam is required in the student’s final semester of course work.

Elective Requirements

The elective requirement may be satisfied with any graduate level course offered at Alliant subject to TESOL Program Director approval.

Curriculum Plan

Semester calendar, academic year 1 - semester 1 (9 units).

• TES84100 - Issues in TESOL Theory And Methodology (3 units)
• TES84410 - Design, Development and Evaluation of Programs for Second Language Learners (3 units)
• TES84510 - Cultural, Social and Political Issues of Second Language Teaching (3 units)

Academic Year 1 - Semester 2 (9 units)

• TES84650 - Second Language Assessment (3 units)
• TES84200 - Research in Second Language Acquisition and Applied Linguistics (3 units)
• GSE80300 - Research Design (3 units)

Academic Year 1 - Semester 3 (9 units)

• TES84450 - TESOL Field Project (3 units)
• TES84400 - Second Language Program Administration (3 units)
• Elective (3 units)

Academic Year 2 - Semester 1 (9 units)

• TES84800 - Seminar: Current Topics in TESOL (3 units)
• TES84600 - Sociolinguistics (3 units)
• GSE80360 - Qualitative Research Methods (3 units)

Academic Year 2 - Semester 2 (9 units)

• GSE80330 - Quantitative Research Methods (3 units)
• TES84900 - Advanced Linguistics for TESOL (3 units)
• GSE99010 - Dissertation Plan (3 units)

Academic Year 2 - Semester 3 (3 units)

• GSE99020 - Dissertation Proposal (3 units)

Academic Year 3 - Semester 1 (3 units)

• GSE99200 - Dissertation Preparation (3 units)

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The Anaheim University Graduate School of Education offers a cutting-edge online Doctor of Education in Teaching English to Speakers of Other Languages (Ed.D. in TESOL) degree program. Experience the following AU advantages:

• Experience Anaheim University's TESOL professors through live webcam classes
• Receive a Doctor of Education in TESOL through the flexibility of online learning
• Meet your professors and classmates from around the world face-to-face at 2 residential sessions
• Earn your Doctoral degree in approximately 3 years while working full-time
• Improve your teaching skills and qualifications
• 16 x 9 week Online Courses + Dissertation
• Weekly live webcam classes
• New terms begin every 10 weeks
• Register for 1 or 2 courses per term
• 1 Course = 4 Credit Points
• Ed.D. in TESOL Program = 76 Credit Points
• 2 x 4 day residential sessions. Sessions held annually in California or other select locations
• Total duration = 3+ years

Here is a basic overview of how the Ed.D. in TESOL courses work.

Online Discussion Forum

Assignment 1, assignment 2.

Weekly Real-Time Webcam Class + Online Discussion Forum participation(at your convenience)

Written answers to weekly chapter questions

2 assignments

Outstanding Faculty

One of the primary deciding factors for students who choose the Anaheim University Doctor of Education in TESOL is the quality of the highly esteemed faculty who teach AU students in weekly live webcam classes.

• Second Language Acquisition Expert/Ed.D. in TESOL Designer Dr. Rod Ellis and Past Presidents of TESOL International Association (Dr. David Nunan, Dr. Andy Curtis, and Dr. MaryAnn Christison) teach students through live face-to-face HD webcam classes as well as at face-to-face residential sessions
• The Doctor of Education in TESOL Program Designer Dr. Rod Ellis, was awarded the Duke of Edinburgh prize for the best book in applied linguistics for his Oxford University Press classic The Study of Second Language Acquisition
• All courses are taught by applied linguists and authors for such publishers as Oxford University Press, Cambridge University Press, Thomson Publishing, Prentice-Hall, Longman, McGraw-Hill, etc.
• 100% of the AU TESOL faculty are regular speakers at various international TESOL conferences and are considered to be experts in the field of TESOL by the TESOL community.

This area is broad-based. It aims to provide students with the disciplinary knowledge that forms TESOL. It addresses the linguistic, psycholinguistic, psychological and sociolinguistic foundations of language teaching. On completing the courses in this area, students will have developed a clear understanding of theories of language learning, and of the theoretical and empirical underpinnings of different language teaching approaches, instructional materials, and language testing.

• EDU 700 Instructed Second Language Acquisition (4 credits)
• EDU 701 Interlanguage Pragmatics (4 credits)
• EDU 702 Individual Learner Differences in Language Learning and Teaching (4 credits)
• EDU 703 Sociolinguistics and Language Teaching (4 credits)
• EDU 704 Discourse Analysis for Language Teachers (4 credits)
• EDU 705 Language Testing (4 credits)
• EDU 706 Special Topic (4 credits)

This area is more practice-oriented. It examines the principles that inform the design and evaluation of courses in language teaching. It provides students with an opportunity to engage in projects directly related to TESOL and thereby to develop the skills required of leaders in the field.

• EDU 710 Curriculum Design (4 credits)
• EDU 711 Technology and Language Education (4 credits)
• EDU 712 ELT Materials Development (4 credits)
• EDU 713 Special Topic (4 credits)

This area seeks to lay the ground for students’ ongoing professional development. It focuses narrowly on two key domains of professional activity in TESOL - ELT management and teacher education.

• EDU 720 ELT Management (4 credits)
• EDU 721 Language Teacher Education (4 credits)

While students will have been introduced to a range of research relevant to TESOL in the other areas of the Ed.D, this area seeks to develop the knowledge and skills needed to design research studies and to collect and analyze data. It provides a platform for the students’ work on their dissertation.

• EDU 730 Qualitative Research Methods (4 credits)
• EDU 731 Quantitative Research Methods (4 credits)
• EDU 732 Dissertation Proposal Writing (4 credits)

In addition, students will complete a dissertation (EDU 733 Dissertation) worth 12 credits

Pioneers in the Field of TESOL

The Anaheim University Graduate School of Education prides itself on pioneering the field of TESOL in the mid-1990s with the world's first Masters in TESOL program to be taught online in r.

Work Full Time & Study Online

The AU Ed.D. in TESOL degree program allows you to study online while working full-time and fulfilling your personal responsibilities. This provides you with the opportunity to apply what you learn today in the classroom tomorrow. The courses are taught 100% online, and you also have the opportunity to meet your faculty and classmates from around the world at two x four-day residential sessions that are held annually in California as well as at other select locations. The residential sessions are typically held from a Thursday to a Sunday or a Saturday to Tuesday, allowing you to minimize the time you will need to be away from work.

Experience Anaheim University's TESOL Faculty

Rod ellis, ph.d..

Vice President of Academic Affairs Doctor of Education in TESOL Program Designer Senior Professor: TESOL

Dr. Rod Ellis is Vice President of Academic Affairs, Senior TESOL Professor and the designer of the Doctor of Education in TESOL degree program at Anaheim University. A distinguished thought leader in the field of Second Language Acquisition, Prof. Ellis received his Doctorate from the University of London and his Master of Education from the University of Bristol. A former professor at Temple University both in Japan and the US, Prof. Ellis has served as the Director of the Institute of Language Teaching and Learning at the University of Auckland, a John Curtin Distinguished Professor at C...

Hayo Reinders, Ph.D.

Graduate School of Education Chair of Research TESOL Professor, Graduate School of Education  

Dr. Hayo Reinders is Chair of Research and TESOL Professor for the Anaheim University Graduate School of Education. Holding a Ph.D. in Language Teaching and Learning from the University of Auckland, Dr. Reinders is also Professor of Education and Head of Department at Unitec in Auckland, New Zealand. His previous positions include Head of Learner Development at Middlesex University in London, Director of the English Language Self Access Centre at the University of Auckland in New Zealand and associate professor at RELC in Singapore. He has worked with teachers from a large number of countri...

David Nunan, Ph.D

Master of Arts in TESOL Designer  Senior Professor: TESOL

Dr. David Nunan is the Director of the Anaheim University David Nunan TESOL Institute and Senior Professor of TESOL for the Anaheim University Graduate School of Education. He was the founding Dean of the Anaheim University Graduate School of Education and previously served as President of Anaheim University from 2006 to 2008 and as Vice-President for Academic Affairs from 2008 to 2013. Dr. David Nunan is former president of TESOL, the world's largest language-teaching organization. Dr. Nunan is an applied linguist and author of English Language Teaching textbooks for Cambridge University P...

MaryAnn Christison, Ph.D.

Professor: TESOL

Dr. MaryAnn Christison is a TESOL Professor in the Anaheim University Graduate School of Education. A past President of TESOL (1997-1998), MaryAnn Christison serves on the Board of Trustees for The International Research Foundation (TIRF). Holding a Ph.D. in English/Linguistics from the University of Utah, Dr. Christison has been teaching graduate and undergraduate courses in applied linguistics for over 30 years. She is the author of over 80 refereed articles in journals on language teaching and second language research and 18 books including Leadership in English Language Education: Theor...

Andy Curtis, Ph.D.

Dr. Andy Curtis is a TESOL Professor in the Anaheim University Graduate School of Education. From 2015 to 2016, he served as the 50th President of TESOL International Association, the largest association of its kind in the world, as the first Association President of Indian origin, and the first from the Afro-Caribbean Pacific (ACP). As one of the very few presidents of color, in the 55-year history of the Association, much of his work has focused on the intersectionality of Race, Color and English Language Teaching (Curtis & Romney, 2006). After some years of working in UK hospitals, a...

Thom Hudson, Ph.D.

Dr. Thom Hudson is a TESOL Professor in the Anaheim University Graduate School of Education. He received his BS degree in sociology from the University of California at Berkeley, and his MA degree in TESOL and Ph.D. in Applied Linguistics from the University of California at Los Angeles. Dr. Hudson is professor of Second Language Studies (SLS) at the University of Hawai'i at Mānoa, and co-editor of the electronic journal Reading in a Foreign Language. He has been on the Department of SLS faculty at UHM since 1989. Prior to coming to Hawai’i, he taught three years in Cairo, Egypt, numerous y...

Ken Beatty, Ph.D.

Dr. Ken Beatty is a TESOL Professor in the Anaheim University Graduate School of Education. A specialist in the area of Computer Assisted Language Learning (CALL), Dr. Beatty is the author/co-author of more than 140 textbooks and readers from the primary through university levels. Although most of these focus on various aspects of English as a Second Language, he also writes and reviews on the topic of Computer-Assisted Language Learning (CALL). Dr. Beatty has worked at universities in Asia, North and South America, and the Middle East. He holds a Ph.D. in Curriculum Studies from the Univer...

John Macalister, Ph.D.

John Macalister is a TESOL Professor at Anaheim University and Head of the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand, and immediate past president of the Applied Linguistics Association of New Zealand. His work in language curriculum design and language teaching methodology have been highlighted in two books published by Routledge and co-authored with Professor Paul Nation. One of the defining characteristics of John’s work is the link between research and practice with a recent example being the design of an English curriculum for...

Jo Mynard, Ph.D

Dr. Jo Mynard is a Professor in the Anaheim University Graduate School of Education, Professor in the English Department, Director of the Self-Access Learning Center (SALC), and Director of the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies (KUIS) in Chiba, Japan.  She completed her Ed.D. in TEFL from the University of Exeter, UK in 2003 and an M.Phil. in Applied Linguistics from Trinity College, University of Dublin, Ireland in 1997.   She has lived in Japan since 2015, but has also worked in the United Arab Emirates, France, Spain, Germany, Australia, the USA and Ireland and has been involved in language education since 1993. She is the founding editor of SiSAL Journal (Studies in Self-Access Learning), has been a committee member of the IATEFL Learner Autonomy Special Interest Group since 2001, and is an executive officer for the International Association for the Psychology of Language Learning. Her professional interests are learner autonomy, advising in language learning, affect, and learning beyond the classroom/self...

Brian Tomlinson, Ph.D.

Dr. Brian Tomlinson is a TESOL Professor in the Anaheim University Graduate School of Education. He is considered to be one of the world's leading experts on materials development for language learning. In 1993 he established the world's first MA dedicated to the study of materials development for language learning (at the University of Luton in the UK) and he founded MATSDA (Materials Development Association). He has been Chair and then President of MATSDA ever since 1993 and, as such, he launched the journal Folio and ran (with Hitomi Masuhara) a number of materials writing workshops in t...

Alessandro Benati, Ph.D.

Alessandro Benati is a professor at University College Dublin (Ireland). He has held positions in several British and overseas institutions. He is known for his work in second language acquisition, and he published ground-breaking research on the pedagogical framework called processing instruction. His research on processing instruction has been recently driven by the use of new online measurements (e.g., eye tracking, self-paced reading). Alessandro has coordinated national and international high-impact research projects which have been influential in determining educational policy and had...

Talia Isaacs, Ph.D.

Associate Professor: TESOL

Dr. Talia Isaacs is a TESOL Associate Professor in the Anaheim University Graduate School of Education. She holds a Ph.D. in Second Language Education from McGill University and serves as Associate Professor of TESOL and Applied Linguistics at the UCL Institute of Education, University College London. She has designed and taught a wide range of courses in applied linguistics and TESOL at four UK and Canadian universities, including in language testing, aural/oral communication, TESOL pedagogy and curriculum, second language acquisition, and research methods. Her work on assessing second lan...

Casey Keck, Ph.D.

Dr. Casey Keck is a TESOL Associate Professor in the Anaheim University Graduate School of Education and Associate Professor of Linguistics and Associate Chair of the English Department at Boise State University. She has over 20 years of experience teaching English as a second language to immigrants, refugees, and international students. She holds an MA in TESL and a PhD in Applied Linguistics from Northern Arizona University. Her research focuses on best practices in teaching English to adults in both community and university contexts, and her book, Pedagogical Grammar, is used in graduate...

Masatoshi Sato, Ph.D.

Dr. Masatoshi Sato is a TESOL Associate Professor in the Anaheim University Graduate School of Education. Dr.  Sato earned his Ph.D. in Educational Studies, Language Acquisition and a Master of Arts in Second Language Education from McGill University, as well as a Graduate Certificate in TESOL from the University of New Mexico and a Bachelor of Arts in International and Intercultural Communication from Kobe University. In addition to serving as Associate Professor in TESOL at Anaheim University, Dr. Sato is a Professor in the Department of English at Universidad Andrés Bello, Chile. His res...

Natsuko Shintani, Ph.D.

Dr. Natsuko Shintani is a TESOL Associate Professor in the Anaheim University Graduate School of Education. She obtained her Ph.D. from the University of Auckland in 2011. She has worked as a language teacher in Japan and New Zealand, including in her own private language school for children. Her research interests include task-based language instruction, the role of interaction in second language acquisition and written corrective feedback. She has also worked on several meta-analysis studies of form-focused instruction. She has published widely in leading journals and is currently working...

Scott Aubrey, Ph.D.

Assistant Professor: TESOL

Dr. Scott Aubrey is a TESOL Assistant Professor in the Anaheim University Graduate School of Education. Scott Aubrey received his Ph.D. in Applied Linguistics from the University of Auckland in 2016. He has taught at language schools and universities in Korea, Japan, and Hong Kong.  Scott’s research and teaching interests include L2 motivation, the role of inter-cultural contact (inside and outside the classroom) in language learning, task-based language teaching, and L2 writing instruction. His published work includes articles in leading journals such as TESOL Quarterly, Language Teaching...

Vivian Bussinguer-Khavari, Ph.D.

Assistant Professor: TESOL

Dr. Vivian Bussinguer-Khavari is a TESOL Assistant Professor in the Anaheim University Graduate School of Education. Originally from Brasilia, Brazil, she was raised bilingually, acquiring both Portuguese and English simultaneously, while attending an international school from age 3 to 18. Upon high school completion, she was granted a full scholarship by the Japanese government, offered directly by the Ministry of Education, Culture, Sports, Science and Technology. She took up the challenge of studying in a brand-new environment and pursued higher education in Japan. After studying the Jap...

Stephen Ryan, Ph.D.

Dr. Stephen Ryan is a TESOL Assistant Professor in the Anaheim University Graduate School of Education and a professor in the School of Culture, Media, and Society at Waseda University in Tokyo. Stephen Ryan has been involved in language education for over 25 years, and for most of that time, he has been based in Japan. His research and publications cover various aspects of psychology in language learning, including the award-winning Exploring Psychology in Language Learning and Teaching, co-authored with Marion Williams and Sarah Mercer, and The Psychology of the Language Learner Revisited...

In remembrance: Sandra McKay, Ph.D. (1945-2023)

Dr. Sandra McKay was a TESOL Professor in the Anaheim University Graduate School of Education, Professor Emeritus of English at San Francisco State University and an affiliate faculty member in the Second Language Studies program at the University of Hawaii, Manoa. She received her doctorate from the college of education at the University of Minnesota in applied linguistics. Her main areas of work and research were second language teacher education, sociolinguistics (with a focus on English as an international English) and research methods. She also published and presented on topics related...

In Remembrance: Ruth Wajnryb, Ph.D. (1948-2012)

Former Professor Emeritus TESOL and Graduate School of Education Associate Dean

A distinguished linguist known for her theory on "Dictogloss", Dr. Ruth Wajnryb served as the word/language columnist for Australia's leading newspaper, the Sydney Morning Herald.

Program Objectives

The Ed.D. in TESOL degree program aims to develop the knowledge and skills to:

• form a critical understanding of the interdisciplinary literature that informs the field of TESOL
• evaluate research-based evidence and consider its relevance to TESOL
• design and evaluate curricula and instructional materials
• undertake a leadership role in TESOL
• design and conduct research studies that address pedagogical issues relevant to TESOL

The Online Doctor of Education in Teaching English to Speakers of Other Languages (Ed.D. in TESOL) degree program consists of 16 courses and a dissertation, and will take approximately three to four years to complete.

Course Duration: Each course is nine weeks long.

Doctor of Education in TESOL (Ed.D.) Course Schedule

Real-time online classes are 90 minutes; the first hour is led by the professor and the final half-hour is for student-led discussion. All times are California/Pacific Time. Please note the schedule is subject to change. Ed.D. TESOL REQUIRED 4-DAY RESIDENTIAL SESSIONS Ed.D. TESOL students are required to attend two 4-day residential sessions during their program. Each year, an annual residential session will be held in California or other locations around the world on occasion. Details regarding the 2021 residential session are forthcoming.

All online class times are California/Pacific Time. Please note that California observes Daylight Savings Time each year from the second Sunday in March to the first Sunday in November.

Comprehensive Exams are scheduled according to student need. Students who fail the Comprehensive Exam will be enrolled in a Study Term and assigned a professor to mentor them through the process of studying and synthesizing their coursework.  They will pay the standard tuition and records fee for this support and to re-sit the exam.  

PLEASE NOTE: Failure to take a required course when one is offered may prevent a student from completing his/her program in the allotted time, as all course work must be completed before a student will be allowed to advance to the dissertation phase of the program. Schedules are subject to change.

Doctor of Education in TESOL (Ed.D) Program Fees

Affordable Pay-As-You-Learn System: Pay for only one course at a time.

**We offer a discounted on-campus housing option for the residential session -- the cost varies depending on location. You may opt for alternate accommodations. The cost of travel will vary, depending on your distance from the residential session and your mode of transportation. Anaheim University does not provide visa services. For Doctor of Education (Ed.D) in TESOL students attending the four-day residential sessions, it is the students’ responsibility to ensure that they have taken care of proper visa procedures, if required.

++Assumes completion in 19 terms. 

Books, materials, dissertation publishing fees and the CITI certification fee (will be extra, and are expected to average U.S.$200 per course.  

Note: Anaheim University makes certain provisions in order to provide access to library resources and library services for all students enrolled directly through Anaheim University. However, students enrolled in Anaheim University’s online graduate degree programs are required to have an additional reserve fund to be used for the purchase of journals and research - materials that will aid them in their studies by providing information specific to their unique areas of interest and research - and to provide access to software and other resources that may help them in the completion of their studies. The research reserve fund is $1,500 for master's degree students and $2,000 for doctoral students to be used over the duration of their program. Students are not required to spend the entire research fund - only that amount necessary in order to carry out their research.

The above itemizes all of the fees and charges for which the student is responsible. You may find the refund policy in the section on Policies & Procedures.

*Student Tuition Recovery Fund (STRF): The Student Tuition Recovery Fund (STRF) is administered by the California BPPE and applies only to California residents. The STRF fee is currently two dollars and fifty cents ($2.50) per one thousand dollars ($1,000) of institutional charges The State of California established the Student Tuition Recovery Fund (STRF) to relieve or mitigate economic loss suffered by a student in an educational program at a qualifying institution, who is or was a California resident while enrolled or was enrolled in a residency program, if the student enrolled in the institution, prepaid tuition, and suffered an economic loss. Unless relieved of the obligation to do so, you must pay the state-imposed assessment for the STRF, or it must be paid on your behalf, if you are a student in an educational program, who is a California resident, or are enrolled in a residency program, and prepay all or part of your tuition. You are not eligible for protection from the STRF and you are not required to pay the STRF assessment, if you are not a California resident, or are not enrolled in a residency program.

Each course is US$2,000.00 for tuition excluding books, materials and other costs as follows. Students must pay the required tuition fee prior to commencing their next course. The student is not required to pay this tuition fee until the student wishes to register for his or her next course.

Tuition may be paid on a course-by-course basis. Students may make payment by check, credit card (Visa, MasterCard, American Express or Discover), money order or bank transfer (the student is responsible for any transactions fees imposed by the institution).

An application for the TESOL Doctor of Education (Ed.D) Program must include the following:

• Application form
• Application fee ($75)
• One recent color photograph (digital is okay).
• A scan of a current, government-issued photo ID
• Official transcripts, licenses or certificates. The Ed.D in TESOL Program requires a Master's degree in TESOL or Applied Linguistics or in a relevant area of Education required from an accredited institution recognized by the US Department of Education and/or CHEA, or by the government of the country in which the degree was awarded, and with an overall GPA of no less than 3.0 on a 4.0 scale, or equivalent from non-USA Institutions. ( Note :  If the university does not routinely issue transcripts in English, original language records must be submitted with official English translations. We will accept translations issued by the university or by the following professional translation services: Accredited Language Services; Berlitz; Liaison Linguistics; Josef Silny & Associates; American Evaluation & Translation Services (AETS); and Education Evaluators International. Translations must be exact and complete versions of the original records.)
• A resume documenting a minimum of 4 years experience in some aspect of TESOL (teaching, teacher education or publishing).
• An outline (1,000 words) of the possible research that the applicant envisions undertaking for the dissertation that demonstrates his/her research experience and abilities.

Three reference letters (on letterhead with contact information) attesting to personal and professional qualifications. One reference must be from each of the following:

• A recent employer.
• A TESOL professional who can attest to the applicant’s potential as a doctoral student.
• A member of the academic faculty where the applicant completed his/her MA.

Non-native English speakers must demonstrate college-level proficiency by providing original documentation in one of the following ways:

• Degree from an accredited institution where English is the primary language of instruction.
• Transcript from an accredited institution indicating completion of at least 30 semester hours of credit where the language of instruction was English (“B” average)
• A minimum TOEFL score of 550* PBT / 213 CBT/ 80 iBT.
• A minimum TOEIC score of 800*.
• A minimum IELTS score of 6.5*.
• A minimum PTE (Pearson Test of English Academic Score Report) of 58.
• A minimum BULATS Level 3 (60), accepted only for Cultura Inglesa in Brazil.
• A minimum grade of Level 3 on the ACT COMPASS’s English as a Second Language Placement Test.
• A minimum grade of Pre-1 on the Eiken English Proficiency Exam.
• A minimum B2 English proficiency level identified within the Common European Framework of Reference (CEFR) Standards and assessed through various ESOL examinations, including the University of Cambridge.

Once your application materials have been approved, you will need to submit an Enrollment Agreement and tuition payment to complete the enrollment process.

Internet Access:  All students are required to have access to a computer equipped with Internet access capabilities.

Entrance Examination: There is no entrance examination required for admission to Anaheim University.

Transfer Credits:  Anaheim University will accept up to two graduate semester classes or 8 units awarded by another institution toward an Ed.D degree at Anaheim University. The entering student will be required to clearly demonstrate the equivalency of a transfer course through relevant documents (syllabus, catalog, course outline) and justify its acceptance through petition. No course will be considered for transfer with a grade lower than a “B” or its equivalent. Petitions are directed to the specific Dean for the affected program. There is a fee of $75 (Ed.D) per course of credit transferred, and the overall program cost will be adjusted to reflect credit for the approved class(es). All petitions for transfer credit must be submitted as part of the student’s initial application to the University. Credits awarded as part of another degree will not be accepted for transfer.

Prior Experiential Credit:   Anaheim University will not extend experiential credit to any student.

We currently do not accept students who reside in Alabama, Arkansas, Georgia, Indiana, Maryland, Michigan, Minnesota, Montana, New York, Oregon, Pennsylvania, Rhode Island, and Wyoming due to regulatory matters. For more information, please call our Vice President of Administrative Affairs at 714-772-3330

Residential Sessions (Residentials)

The Residentials are an integral part of Anaheim University's Ed.D. in TESOL and MA TESOL programs, and they are widely considered by students to be their favorite component of the program. The Residentials have two primary aims:

• To complement the existing curriculum by focusing on specific topics that are introduced in the online courses but not addressed in detail
• To enhance the sense of community among the students and faculty members in the programs through face-to-face communication.

At the Residentials, formal lectures are kept to a minimum. Instead, students work collaboratively, engage in debates, make presentations, and focus on practical assignments and tasks in ways that are limited in an online environment. The Residentials also provide the instructors with an opportunity to model pedagogical practices. By taking part in simulations, debates and other activities, students get to see firsthand how these activities can be incorporated into their own instruction. They complete a series of experiential application tasks that complement the theoretical and empirical input provided through the online courses.

Students must attend two four-day Residential sessions during their program. Students who register for a Residential will receive information prior to the start of the program that contains details about accommodations, schedule, pre-residential tasks and pre-residential reading. Typically, there are two groups -- one for the MA students and one for the Ed.D. students -- along with three plenary sessions that bring the two groups of students together. The tuition for the Residential Session is included in the total program price, but students must pay for their own travel, room and board. The Residential Session typically alternates between California and Asia.

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Doctor of TESOL

Doctor of tesol from france and level 8 diploma from the uk.

The Doctor of Teaching English to Speakers of Other Languages (Doctor of TESOL) is a Doctoral program designed to provide students with both theoretical and practical knowledge of teaching English.

To help balance expertise and research capabilities, the program combines intensive study of courses in English language teaching with doctoral thesis research specializing in English teaching.

Doctor of TESOL (TESOL.D) is the most prestigious title in English language teaching.

The Doctor of Teaching English to Speakers of Other Languages – Doctor of TESOL at the Université Libérale de Paris (Paris-U) is a dual degree program offered by France and the United Kingdom. Students graduate with two independent degrees.

Graduates will receive:

• Level 8 (Doctoral Level) under the UK & European qualification framework system: The LRN Level 8 Diploma in Teaching English to Speakers of Other Languages.
• Doctorate of Teaching English to Speakers of Other Languages – Doctor of TESOL (TESOL.D) from Université Libérale de Paris.

Program Overview

Academic support:

• The exclusive English language and academic support system provided by our partners assists international students in overcoming language barriers and difficulties.
• Tutors during classes
• Additional workshops will be held locally to help students conduct and complete their Doctoral thesis research with confidence.

Learning method:

The program is designed for both full-time students on our campus in France and international students by embracing the Hybrid model, which combines live classes and local tutors (online). With the Hybrid learning model, students can study French and UK programs and earn degrees as full-time students without living and working in France like our full-time students.

Degrees: 2 independent degrees with the specialization based on the doctoral thesis

• Level 8 Diploma in Teaching English to Speakers of Other Languages from the London Academy of Sciences.
• Doctorate of Teaching English to Speakers of Other Languages (TESOL.D) from Université Libérale de Paris.

The Doctor of Teaching English to Speakers of Other Languages (TESOL) dual degree program is an applied research-oriented program in which students will take research-related courses and conduct research step by step with the assistance and supervision of instructors. If the student wishes to publish international articles on the ISI/SCOPUS system or international journals owned or affiliated with Paris-U after completing their studies, they will be guided through a customized route.

The program is two years long. The method of instruction consists of a combination of globally live-streamed lectures (Live Classes) and online tutors and instructors.

Mandatory modules:

• Develop research approaches in a suitable context (30 credits)
• Literature Review (30 credits)
• Design Research (30credits)
• Data Analytics for Research (30 credits)

Students will complete each phase of their doctoral thesis after each course.

Doctoral thesis stage (60 credits)

• Doctoral Thesis (60 credits)
• Defend Doctoral Thesis

The doctoral thesis in Teaching English to Speakers of Other Languages (TESOL) will be concerned with the advancement of knowledge in the field of English language teaching.

The TESOL.D program, unlike other Ph.D programs, does not require any academic journal to be published in the ISI/SCOPUS system or in journals owned or affiliated with Paris-U. If candidates require it, they will be guided on a customized route.

Students who complete the Doctor of TESOL dual degree program can:

Be able to conduct research relevant to the specialized research context of English language teaching.

• Assess the topic’s importance, practicability, and research potential in the field of TESOL.
• Develop and modify research objectives to suit orientation, research objectives, and research time constraints
• Analyze, consider alternatives, and make appropriate research decisions.

2. Be able to collect, organize, and choose theoretical foundations for doctoral research projects

• Collect theoretical foundations for business and management research.
• Organize and develop theoretical foundation structures for research topics.

3. Be able to design an entire study.

• Know how to conduct a literature review and select relevant studies to support the proposed research.
• Design the research in accordance with the research objectives, research questions, and time frame.
• Adjust the chosen research methodology while keeping research ethics and feasibility in mind.

4. Be able to create a research proposal and carry out research.

• Consider theoretical foundations and research methods when developing research questions.
• Develop research to international standards by writing a complete doctoral thesis on a chosen topic.
• Understand how to present your research to the scientific panel.
• The ability to persuade and think critically. 

Université Libérale de Paris is the only university that provides doctoral students access to all specialized subjects in English language teaching at the Master’s and Doctoral Levels. Students utilize these specialized materials to expand their knowledge and aid in the research process.

All course materials for specialized courses in English language teaching at the Master (Level 7 EQF) and Doctoral (Level 8 EQF) levels are posted on the learning management system (LMS), and only members of the Université Libérale de Paris’ PhD program have access to these materials.

Students taking the  Doctor of Teaching English for Speakers of Other Languages (TESOL.D) program have access to the following materials and lectures:

• Level 7 – Contemporary Issues in Education: Theory, Policy and Practice  (20 credits)
• Level 7 – The Management of Educational Change  (20 credits)
• Level 7 – Managing Effective Intercultural Communication and Perspectives  (20 credits)
• Level 7 – Pedagogy and Practice in Education  (20 credits)
• Level 7 – Leading Reflective Practice in Education  (20 credits)
• Level 7 – Research Methods in Education  (20 credits) 
• Level 7 – Second Language Learning and Acquisition (20 credits)
• Level 7 – Teaching Reading and Writing (20 credits)
• Level 7 – Teaching Listening and Speaking (20 credits)
• Level 7 – Language Assessment and Testing (20 credits)
• Level 8 – Understanding Learning and Learners (20 credits)
• Level 8 – Creating A Conducive Learning Environment (20 credits)
• Level 8 – Managing and Leading Digital Education (20 credits)
• Level 8 – Leadership and Organisation Transformation (20 credits)
• Level 8 – Education Research and Methodology (20 credits)

All teaching materials for TESOL courses at the Master (Level 7 EQF) and Doctoral (Level 8 EQF) levels are posted on the learning management system (LMS). They are only accessible to PhD students at Université Libérale de Paris.

The doctoral program at the Université Libérale de Paris is designed with a two-year training period and a doctoral thesis that meets international standards.

When participating in the PhD program in conjunction with the UK qualification system Level 8 Diploma, each PhD student can choose between two training programs: Doctor in Teaching English to Speakers of Other Languages (Doctor of TESOL) and Specialized Doctor of Philosophy (Ph.D).

Despite having the same major, the Doctor in Teaching English to Speakers of Other Languages (TESOL.D) and Specialized Doctor of Philosophy (Ph.D) have many differences. Among the fundamental distinctions are:

Candidates who register for the program will be considered by the application department before joining the program, in addition to the entry requirements, to ensure that they understand and benefit from it.

Entry requirements must meet at least one of the following criteria:

• Master’s degrees in specific fields from accredited universities.
• RQF (UK), EQF (Europe), or equivalent level 7. Level 7 diplomas must be obtained from accredited institutions.
• Université Libérale de Paris does not accept degrees from fake universities, Diploma Mills, or recognized universities but from untrustworthy accreditation bodies.

English language requirements:

• English at or above CEFR (Common European Framework of Reference) level B2.
• IELTS 5.5; Speaking and writing must both be 5.5 or higher.
• In the lack of an English certification, the Université Libérale de Paris (Paris-U) conducts an internal English test and evaluates each candidate.

The Université Libérale de Paris (Paris-U) reserves the right to accept or reject applications based on accrediting agency requirements and Paris-U’s global acceptance criteria.

The Université Libérale de Paris (Paris-U) is a university that is both institutionally and programmatically accredited by Ofqual UK. The dual degree English-taught Doctoral program has the prestige of the Paris-U and London Academy of Sciences accreditation systems.

• The Université Libérale de Paris (Paris-U) is accredited by Ofqual; OTHM is the UK’s national certification and examination organization.
• The London Academy of Sciences is a licensed Science Institute and UKRLP (UK Register of Learning Providers) 10087255. It is a Science Institute accredited to participate in the UK government’s skills training system (Skill Funding Agency). Because prestigious organizations strictly accredit the program and degrees, students are confident in their ability to participate in the labor market, study continuously, and easily transfer to prestigious and equivalent educational systems after graduation.
• Please see HERE for more information on accreditation and accreditation of the Université Libérale de Paris (Paris-U).
• Please see HERE for more information on the London Academy of Sciences’ accreditation, recognition, and programs.

The Doctorate of Education in English Language Teaching (TESOL.D) is a two-year program. Students graduate with:

The Level 8 Diploma in Education and Innovation Pedagogy from the London Academy of Sciences

In the United Kingdom, Level 8 is equivalent to:

Doctorate of Teaching English for Speakers of Other Languages (TESOL.D) from  Université Libérale de Paris  (Paris-U)

The Université Libérale de Paris (Paris-U) Doctorate in Teaching English for Speakers of Other Languages is equivalent to The Level 8 Diploma of the EQF European Qualification Framework and is assessed using the Paris-U accreditation system.

The highest degree in English language teaching is a PhD in English Language Teaching. Ph.D. students can pursue a career as a specialist or research specialist by combining a UK Level Diploma and a Ph.D. in English Teaching from the Université Libérale de Paris theory and practice, become a faculty member, or advance to senior positions in industry and field.

If students want to conduct in-depth international research, publish more international articles on the ISI/SCOPUS system, and so on, they can enroll in PostDoc programs tailored to their research interests.

Graduate students can also publish books, studies developed during their studies, or research that comes up during their studies.

• Students are full-time Université Libérale de Paris students (Paris-U).
• Students pursue the original program as full-time students at Université Libérale de Paris in France (Paris-U).
• The program is entirely taught in English. Université Libérale de Paris (Paris-U) does not adopt the education system for French-taught programs in France.
• Degrees awarded by Université Libérale de Paris (Paris-U) are classified as private university degrees. Université Libérale de Paris (Paris-U) degrees are not part of the public education system, not owned by the French government, and are not part of the France-based higher education system.
• Fees and scholarship policies (if applicable) are subject to change or cancellation at any time.

Liability Disclaimer

• Université Libérale de Paris (Paris-U) and its partners make no assurances that students who enrol will graduate and receive a degree. Only if the student fully meets and fulfils the academic, financial, disciplinary, and other requirements does the Université Libérale de Paris award degrees and recognize academic results.
• Université Libérale de Paris (Paris-U) reserves the right to refuse admission, refuse support, cancel student status, and not reimburse tuition and fees in the case of a commit of violations, absenteeism, or voluntary refusal to continue the program.
• Université Libérale de Paris (Paris-U) cannot guarantee that a degree will be accepted by a third party. The receiving organisation subjectivity determines whether or not to accept.
• Université Libérale de Paris (Paris-U) does not guarantee that students will receive a salary increase, promotion, or be accepted into new positions or jobs after graduation.
• Despite regulations governing cross-recognition and qualifications equivalence, each country, organization, and unit has their own right to receive and recognize degrees. Université Libérale de Paris (Paris-U) does not guarantee automatic degree recognition when using degrees, certificates, transcripts, and other documents from the Université Libérale de Paris (Paris-U) and partner schools. Similarly, Université Libérale de Paris does not guarantee or support the process of recognizing equivalent qualifications (if any).
• Université Libérale de Paris (Paris-U) makes no guarantees or commitments that students will be able to reside, work abroad, obtain a work permit, a teaching license, or a specialist license in France, Europe, or any other country.
• Université Libérale de Paris (Paris-U) offers extreme assistance, but cannot guarantee students 100% of a short-term study visa (in case of full-time study) or European visa (to attend the graduation ceremony in France and/or Europe) if it does not meet the requirements of the host country and the appropriate authorities in granting and approving the right to exit, move, and migrate.

Tuition Fees

Tuition policies are in keeping with the provisions of the Paris-U policy and subject to change without notice. In some case, Paris-U offer variety of Scholarships for International Students. 

Université Libérale de Paris

Université libérale de paris (paris-u) offers higher education programmes in english only and that is different from the french national curricula and programmes leading to french government accredited university qualifications, which fall under the french public higher education sector..

The world’s first liberal arts university for post-graduates

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Postgraduate Taught

MEd Teaching English to Speakers of Other Languages (TESOL)

• Postgraduate Taught home
• Education and Teacher Training
• Teaching English to Speakers of Other Languages (TESOL) MEd / PG Dip / PG Cert

Masters applications for 2023 entry are now closed.

Applications for September 2024 will open on Monday 25 September. Applications are now open for programmes with a January 2024 start. View our programmes »

• Aimed at qualified teachers and others who work in TESOL at either primary, secondary or tertiary levels in different educational contexts around the world
• We offer opportunities for existing teaching practitioners seeking to develop their professional skills and one for those wanting to enter a career in language teaching
• Develop your understanding of key aspects of linguistics and learning theory and their influence on the teaching of English to speakers of other languages
• You will benefit from small class sizes and working closely with our academic staff and your fellow students
• You’ll join a multicultural and multilingual environment with students from across the world such as China, Mexico, USA, South Korea, Japan and Thailand

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Programme Director:  Dr Nicholas Bremner

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Phone: +44 (0)1392 72 72 72

100% of our Education research has internationally excellent impact*

Based on research impact rated 4* + 3* in REF 2021*

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Entry requirements

For admission to the programme we would normally expect that you hold a 2:1 Honours degree (or equivalent) in language- or education-related disciplines. While we normally only accept applicants who meet this criteria, if you have a 2:2 Honours degree with 53% or above, are coming from a different academic background which is equivalent to degree level, or have relevant teaching experience, we would welcome your application.

Entry requirements for international students

English language requirements.

International students need to show they have the required level of English language to study this course. The required test scores for this course fall under Profile B2 . Please visit our English language requirements page to view the required test scores and equivalencies from your country.

Course content

The MEd TESOL has international recognition and is seen as an important professional qualification worldwide to enable TESOL teachers to enhance their career prospects. At Exeter, depending on the modules taken, completion of the MEd TESOL can help you to move into new areas within TESOL such as teacher education and training, English for Special Purposes, curriculum development, and the teaching of English to young learners.

The programme will:

• develop and extend your understanding of key aspects of linguistics and learning theory and their influence on the teaching of English to speakers of other languages
• enable you to make informed, professional decisions regarding language teaching in the workplace and justify these to others
• enable you to select, adapt, and design materials and activities for language teaching
• enable you to investigate and research aspects of TESOL in ways that will support continuing development and practice as a foreign language teaching professional

What is the difference between a Master of Education, a Postgraduate Diploma and a Postgraduate Certificate?

To gain an MEd you must complete 180 credits of specified modules.

However, you may exit the programme early before completing 180 credits and still receive an award. These alternative awards are:

• If exiting the programme after completing 60 credits you will be awarded a Postgraduate Certificate (PGCert).
• If exiting the programme after completing 120 credits you will be awarded a Postgraduate Diploma (PGDip).

The modules we outline here provide examples of what you can expect to learn on this degree course based on recent academic teaching. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand.

MEd - Modules

Stage 1: 120 credits of compulsory modules, and 60 credits of optional modules

Compulsory modules

Included withinin the 120 credits of core, students must choose one of the following two modules: a - EFPM280 Developing Practical Knowledge for TESOL Teaching OR EFPM266 Principles of Language Learning for TESOL. Students with LESS than two years teaching experience must take EFPM280. Students with MORE than two years teaching experience take EFPM266. For students attending the programme as part-time there is a set order to take the modules across two stages: Core Modules taken in stage 1 EFPM295 and EFPM268 EFPM329 is started Core Modules taken in stage 2 EFPM280 OR EFPM266 EFPM329 is completed

Optional modules

Students may select any combination of option modules up to the maximum of 60 credits.

The availability of all modules is subject to timetable, staffing and other constraints, including financial viability as determined by student recruitment and fees. Module availability is thus subject to permission from the Director of Education.

For students attending the programme as part-time:

Option modules stage 180 credits of options are chosen from the list below Option modules stage 2 30 further credits of options not already attempted are chosen from the list below

PGDip - Modules

Stage 1: 60 credits of compulsory modules, and 60 credits of option modules

Included withinin the 60 credits of core, students must choose one of the following two modules: a - EFPM280 Developing Practical Knowledge for TESOL Teaching OR EFPM266 Principles of Language Learning for TESOL. Students with LESS than two years teaching experience must take EFPM280. Students with MORE than two years teaching experience take EFPM266.

PGCert - Modules

Stage 1: 60 credits of compulsory modules

There are no option modules for the PG Cert TESOL

2024/25 entry

Uk fees per year.

• £10,300 full-time
• £7,500 full-time
• £4,050 full-time

International fees per year

• £24,300 full-time
• £15,600 full-time
• £8,250 full-time

Scholarships

For more information on scholarships, please visit our scholarships and bursaries page.

*Selected programmes only. Please see the Terms and Conditions for each scheme for further details.

Find out more about tuition fees and funding »

Teaching and research

The programme involves tutorials, seminars, group activities, workshops, collaborative dialogue, and lectures. Through these you’ll:

• learn key principles of teaching methodology
• learn how language could be taught in different learning contexts
• learn and understand how language is learned in an instructed and uninstructed environment
• develop language analysis and awareness skills, such as analysing grammar, vocabulary, pronunciation and discourse.

Visiting Speakers

During the year, from time to time there will be talks by visiting speakers who are authorities in particular areas of Education.

Study Skills Classes

Classes are provided for language support study skills in terms 1 and 2 that will help you adjust to academic study. These classes are provided by INTO and, while optional, are strongly advised if English is not your first language (more information below).

An optional two-hour workshop is also provided in term 1 by the Education Quality and Enhancement unit on   Critical reading and writing . This is open to all MEd students and is strongly recommended.

Writing support tutorials

In addition to the on-going one to one tutorial support you will receive from your lecturers throughout the year, you will also be able to seek additional one to one writing tutorial support from a tutor from INTO if English is not your first language, and from the Study Skills Service for those who have English as a first language.

Staff-student research seminars

A programme of seminars on researching various aspects of education takes place regularly throughout the year on lunchtimes and evenings. Many of these are given by visiting academics from other institutions. We also organise Research-Day events for MEd TESOL students to come over and present a snapshot of their masters dissertation topic to their tutors and classmates. You are welcome to attend any of these, but we will also highlight those we feel to be of particular interest or of relevance to your studies.

Our programme is designed to relate theory to practice, allowing you to introduce effectively the knowledge, skills and understanding gained through our research-led modules into your professional work. You’ll get informed on a diverse range of research conducted by the TESOL staff on applied linguistics issues such as EAP, professional development, multilingualism, language skills and strategies, corpus linguistics, and discourse analysis.

A Masters in TESOL has international recognition and is seen as an important professional qualification worldwide to enable TESOL teachers to enhance their career prospects. It is often seen as an important entry qualification for educators who want to work at University level.

In addition, depending on the modules taken, completing the MEd TESOL can help you move into new areas such as:

• teacher education and training
• English for Special Purposes
• materials development
• teaching English to young learners

Our MEd also offers excellent preparation for progression to MPhil/PhD

Career support

We have a good track record of graduate employment, and employers visit the University when recruiting. The   EF recruitment team   have visited the University to talk to our TESOL students about teaching and learning English in Chinese private language organisations, and conducted on-campus interviews. We also regularly receive details of job opportunities from Turkish and Chinese universities who are looking for high-quality language teachers.

Careers support including skills training, internships, jobs vacancies, employment fairs and other events is available through the   Career Zone .

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Module details

Question: Are there any online Doctor of Education (EdD) programs in Teaching English to Speakers of Other Languages (TESOL), English Language Learning (ELL), and English Language Acquisition (ELA)?

Answer: Yes, there are currently four online EdD programs that allow students to specialize in English Language Learning (ELL), Teaching English to Speakers of Other Languages (TESOL), or English Language Acquisition (ELA). Students in these programs earn a doctoral degree in education (EdD) that, in addition to core coursework in education and scholarly research methods, includes specialized training and instruction in the pedagogy and practice of TESOL and strategies for teaching English language skills.

The EdD is a terminal scholar-practitioner degree, which means it is the highest-level degree conferred to scholar-practitioners in education. The Doctor of Philosophy, or PhD, in education is another type of terminal degree in the field, but PhD programs typically place a greater emphasis on academic research rather than applied practice. (For a detailed examination of the differences between these two degrees, see our FAQ on EdD vs. PhD programs .

EdD programs with a TESOL, ELL, or ELA specialization are designed to prepare students for leadership roles in the planning, assessment, and coordination of English language programs for non-English speakers in schools, school districts, community programs, and other settings where English as a second language (ESL) is taught. The TESOL specialization is one of many concentrations offered by EdD programs. Others include Adult Education, Early Childhood Education, Higher Education, and Special Education.

What is TESOL?

TESOL represents a base of knowledge and practices that inform the pedagogy for teaching English language skills, including reading, writing, and speaking English, to students and adults whose primary language is not English. Teaching English as a second language (ESL) is another, older term for TESOL and is considered roughly the equivalent of TESOL in most cases. However, TESOL has become the new term of art for teaching English as a second language. ELL is a similar term that can refer to anyone who is learning English but is generally applied to English language learners in K-12 schools. ELA is short for English Language Acquisition, which is largely equivalent to TESOL and ESL from an academic perspective.

The TESOL specialization is generally classified under the broader Curriculum and Instruction area of education, which encompasses the design, assessment, evaluation, and improvement of curricula based on accepted theories of learning and development. TESOL teachers, program directors, researchers, and administrators apply these principles to teaching English to students and adults whose primary language is not English.

TESOL pedagogy is rooted in an understanding of second-language acquisition, sociolinguistic theories, and evidence-based methods for teaching ESL in a variety of settings, including elementary and secondary schools, colleges and universities, community programs, workplaces, and private learning centers.

Online EdD in TESOL Program Curriculum

As noted above, TESOL is generally a specialization within the larger area of Curriculum and Instruction, which encompasses the broad pedagogical goals of designing, implementing, and evaluating educational programming in order to improve outcomes. Students in an EdD in TESOL program take foundational courses that cover topics in curriculum development, instructional design, and educational leadership, as well as courses that cover theories of learning and development, trends in the American educational system, educational policy, and classroom technologies.

It is important to note that specific courses vary by school and by program. However, most EdD programs that focus on Curriculum and Instruction provide a broad-based foundation in educational theory, practice, and policy. TESOL specialization coursework builds on this foundation, focusing on the application of general knowledge to TESOL programs and curricula.

A TESOL curriculum at the doctoral level typically includes courses that cover the design, evaluation, and implementation of second language programs; theories of linguistics language acquisition; social, psychological, and cultural factors in learning and teaching English as a second language; and research in the field of TESOL. In addition, many program incorporate coursework in the use of technology in second language teaching, the design and evaluation of training programs for TESOL teachers, and/or strategies for teaching English as a second language in elementary and secondary schools or adult education settings.

Typical EdD in TESOL specialization courses include, but are not limited, to the following:

• Second Language Acquisition
• Language Assessments and Analysis
• Research in Applied Linguistics and TESOL
• Second Language Performance Assessment
• Computer-Assisted Language Learning
• Sociolinguistics
• Schools of Linguistic Analysis
• TESOL Methodologies for K-6
• TESOL Methodologies for 7-12
• TESOL Methodologies for Adult Learners

In addition to didactic coursework, EdD programs typically require students to complete a doctoral dissertation or a capstone project prior to receiving their degree.

Online EdD Programs with a Specialization in TESOL

Currently, four accredited universities offer online EdD programs with a TESOL, ELL, or ELA specialization. A brief description of each program is provided below.

National University , a private online university located in San Diego, CA, has an online EdD program with 17 specializations, including an English Language Learning (ELL) specialization. Students in the program are required to complete 16 courses and a dissertation for a total of 48 credits and can earn their degree in as few as 33 months. Admission to the program requires a post-baccalaureate master’s or doctoral degree. The ELL specialization consists of four courses that cover topics in teaching, assessing, and developing ELL curricula and contemporary issues in teaching English as a second language. This program does not require students to attend any campus visits. For more information on the program, visit www.nu.edu .

The University of Central Florida (UCF) has a fully online EdD program with a TESOL specialization. The program does not require students to attend any campus visits. Students in the program are required to complete 36 credits of course work and an 18-credit dissertation for a total of 54 credits prior to receiving their degree. The TESOL specialization consists of five courses that provide training and instruction in language acquisition processes, second language literacy, sociolinguistics, and TESOL teacher education. Students can complete UCF’s program in three years. To be eligible for the program, applicants must hold a master’s degree in education or a related field. For additional information about the program, visit the UCF’s College of Community Innovation and Education website at ccie.ucf.edu .

The University of Virginia (UVA) offers an online EdD in Curriculum and Instruction program through its School of Education and Human Development. The program has an ESL specialization comprised of four courses that confer 12 of the 72 credits required to earn the degree. Students in the program can take graduate courses in the structure of the English language, sociolinguistics, ESL assessment and curriculum design, and applied linguistics. The program does not require any campus visits. The EdD program, which can be completed in four years, does not require a dissertation. Instead, students must complete a capstone project as part of their studies. Applicants must hold a master’s degree and have four years of prior teaching experience. For more information on the program, visit UVA’s School of Education and Human Development at education.virginia.edu .

The University of West Georgia (UWG) offers an online EdD in School Improvement with an Area of Concentration (AoC) in Teaching English to Speakers of Other Languages (ESOL). This program consists of core courses in areas such as culturally proficient leadership, policy analysis and development for school improvement, advanced instructional practices, and qualitative and quantitative research methods. The ESOL AoC is comprised of courses in cultural and linguistic diversity, second language acquisition and linguistics, and the application of TESOL methods, materials, and assessments through clinical practice. Students’ culminating experience in this doctoral program is a dissertation through which they examine a problem of practice relating to their area of study in linguistics and second language instruction and learning. Applicants to this program must have earned a master’s degree from an institution of higher education that has received regional and/or national accreditation. For more information about this program, please visit UWG’s School of Education at www.westga.edu .

Advantages of Online EdD in TESOL Programs

Online EdD programs are designed to provide students who cannot or would prefer not to commute to a campus for classes with a pathway to earn a doctorate in education. In addition, they provide students and professionals who do not live near a university that offers a doctoral program in TESOL the ability to pursue a terminal degree without having to relocate. While these are the primary advantages of an online program, additional advantages include being able to access coursework and course materials from anywhere and at any time, the ability to review recorded lectures multiple times for greater comprehension and understanding, and the ability to meet people and classmates from around the country (and maybe even from around the globe) who can share a greater diversity of voices and experiences.

Because online programs do not require students to commute to campus for lectures and discussion sessions, they are typically more flexible and convenient compared to their campus-based counterparts. For example, many online courses are delivered using asynchronous instruction, which means students can access pre-recorded lectures and presentation via a secure internet connection at their convenience, 24-7. Courses that are taught in real time using synchronous instruction are commonly scheduled for evenings and/or weekends so as not to conflict with work hours for students who maintain employment while earning their degree. Finally, students and interact with professors and classmates through online learning platforms that often allow both electronic communications (e.g., email and discussion boards) and the ability to interact in real-time through videoconferencing or chat rooms.

Many online EdD programs do not require students to attend any campus visits in order to earn their degree. However, some programs incorporate a limited number of on-campus sessions to allow for in-person lectures, seminars, and/or workshops. These campus visits are typically short in length and can be a valuable addition to the online learning experience. If traveling is not an option, students should consult with a program representative prior to submitting an application to determine whether or not campus visits are required.

Online EdD Program FAQs

• Are there any fully online EdD programs?
• FAQ: Are there any online EdD programs in kinesiology?
• Are there any online EdD programs that can be completed in 2 years?
• Are there any online EdD programs that do not require a dissertation?
• Are there any online EdD programs that do not require a master’s degree for admission?
• Are there any online EdD programs that do not require the GRE for admission?
• Are there any online EdS to EdD degree programs?
• Are there any schools that offer faith-based EdD programs online?
• Are there online EdD programs with an ABD option?
• How long does it take to complete an online EdD program?
• What is an embedded dissertation in EdD programs?

Doctor of Philosophy in Education

Additional Information

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Improving the Teacher Workforce

With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

Building The ‘Bridge’ Between Research and Practice

Marshal Doug Mosher, Ph.D.'24, reflects on his journey to the Ed. School and the lessons — musical and teaching — learned along the way

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Doctor of Education - EdD

• Doctor of Education (Science Education)
• Doctor of Education (Educational Technology & Multimedia)
• Doctor of Education (Curriculum Instruction)
• Doctor of Education (TESOL)

There are two major components in the programme:

• Coursework (60 units)
• Research/Dissertation (30 units)

The Coursework Component Advanced Research Methodology and Statistics (12 units) This component aims to enable the candidate to master the process of educational research. The courses deal with various research methods that enable the student to learn research skills, data processing techniques, statistical analysis and the use of computers in data analysis.

Candidates have to major one area of specialisationfrom the following:

• Science Education
• Educational Technology
• Curriculum and Instruction
• TESOL (Teaching English to Speakers of Other Languages)

Candidates are required to select 5 courses from the Master's or Doctoral courses offered by the School of Educational Studies or other Schools that can support or enhance the scope and depth of the candidate's major.

Candidates are required to select a research topic and carry out an intensive research study under the supervision of a lecturer/supervisor and members of the Dissertation Committee.

I.     Master degree (Coursework or Mixed Mode)

A) CGPA of at least 3.00 / 4.00; or

B) CGPA of 2.50 - 2.99 with; or

• Research experience – 2 years; or
• Professional experience in related field – 2 years; or
• Two (2) academic publications in the field; or
• Grade B+ for major/elective courses; or
• Grade B+ for Coursework Mode or P for Mixed Mode dissertation/project;

II. Training and or professional experience in the field of education.

III. Fulfil other requirements determined by the individual areas of specialisation.

• Full-time: Min 6 semesters / Max 10 semesters
• Part-time: Min 8 semesters / Max 14 semesters

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Program Overview

The Master of Education degree with a concentration in Teaching English to Speakers of Other Languages (TESOL) targets education professionals who have gained a teaching license in another area. This master’s degree would add to their understanding of supporting multilingual learners and provide them the knowledge base to take an ESOL Praxis exam if desired, so they can add another endorsement in preK-12 English as a Second Language (ESL). In addition, this degree targets other professionals who desire to gain expertise and knowledge in working with multilingual learners and their families in different contexts. Finally, this program may enable candidates to teach English as a foreign language in other countries.

No knowledge of a foreign language is required.

Program Coordinator

Dr. Katya Koubek [email protected]

(540) 746-6470

Program Details

The Master of Education is a 30 credit hour program, fully online and asynchronous.

Full time students can complete the program in three semesters, while part-time students can complete it in five semesters.

The National Board for Professional Teaching Standard (NBPTS) in English as a New Language Standards provides the foundational framework for this M.Ed. in Education concentration in TESOL.

Program Goals

Candidates will:

• Become familiar with educational research, learning theory, curriculum development, program evaluation, and contemporary issues in education, enabling them to critically analyze policies, practices, and procedures in U.S. P-12 schools with an understanding of the cultural, social, and political context of these institutions.
• Be able to identify and explain concepts related to second language acquisition, socio-cultural variables that impact multilingual learners’ academic achievement, and instructional strategies that enable these students to further develop their language proficiency and content understandings. 

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TESOL Joins 160 Organizations for Increased Title III ESEA Funding for FY25

TESOL joins over 160 national and local organizations in support of multilingual learners of English (MLEs) in the U.S. Federal Budget for fiscal year 2025. This joint letter , submitted to the House and Senate Appropriation Committees, calls for $2 billion in funding for Title III of the Elementary and Secondary Education Act (ESEA), which provides MLEs resources to attain English proficiency and meet the same challenging academic standards of their peers.

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Out of the Centre

Savvino-storozhevsky monastery and museum.

Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar Alexis, who chose the monastery as his family church and often went on pilgrimage there and made lots of donations to it. Most of the monastery’s buildings date from this time. The monastery is heavily fortified with thick walls and six towers, the most impressive of which is the Krasny Tower which also serves as the eastern entrance. The monastery was closed in 1918 and only reopened in 1995. In 1998 Patriarch Alexius II took part in a service to return the relics of St Sabbas to the monastery. Today the monastery has the status of a stauropegic monastery, which is second in status to a lavra. In addition to being a working monastery, it also holds the Zvenigorod Historical, Architectural and Art Museum.

Belfry and Neighbouring Churches

Located near the main entrance is the monastery's belfry which is perhaps the calling card of the monastery due to its uniqueness. It was built in the 1650s and the St Sergius of Radonezh’s Church was opened on the middle tier in the mid-17th century, although it was originally dedicated to the Trinity. The belfry's 35-tonne Great Bladgovestny Bell fell in 1941 and was only restored and returned in 2003. Attached to the belfry is a large refectory and the Transfiguration Church, both of which were built on the orders of Tsar Alexis in the 1650s.  

To the left of the belfry is another, smaller, refectory which is attached to the Trinity Gate-Church, which was also constructed in the 1650s on the orders of Tsar Alexis who made it his own family church. The church is elaborately decorated with colourful trims and underneath the archway is a beautiful 19th century fresco.

Nativity of Virgin Mary Cathedral

The Nativity of Virgin Mary Cathedral is the oldest building in the monastery and among the oldest buildings in the Moscow Region. It was built between 1404 and 1405 during the lifetime of St Sabbas and using the funds of Prince Yury of Zvenigorod. The white-stone cathedral is a standard four-pillar design with a single golden dome. After the death of St Sabbas he was interred in the cathedral and a new altar dedicated to him was added.

Under the reign of Tsar Alexis the cathedral was decorated with frescoes by Stepan Ryazanets, some of which remain today. Tsar Alexis also presented the cathedral with a five-tier iconostasis, the top row of icons have been preserved.

Tsaritsa's Chambers

The Nativity of Virgin Mary Cathedral is located between the Tsaritsa's Chambers of the left and the Palace of Tsar Alexis on the right. The Tsaritsa's Chambers were built in the mid-17th century for the wife of Tsar Alexey - Tsaritsa Maria Ilinichna Miloskavskaya. The design of the building is influenced by the ancient Russian architectural style. Is prettier than the Tsar's chambers opposite, being red in colour with elaborately decorated window frames and entrance.

At present the Tsaritsa's Chambers houses the Zvenigorod Historical, Architectural and Art Museum. Among its displays is an accurate recreation of the interior of a noble lady's chambers including furniture, decorations and a decorated tiled oven, and an exhibition on the history of Zvenigorod and the monastery.

Palace of Tsar Alexis

The Palace of Tsar Alexis was built in the 1650s and is now one of the best surviving examples of non-religious architecture of that era. It was built especially for Tsar Alexis who often visited the monastery on religious pilgrimages. Its most striking feature is its pretty row of nine chimney spouts which resemble towers.

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The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

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Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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