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 Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): April 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam required for all Non-native English Speakers (see program website for acceptable exams and score minimums)
• $75 Application Fee
• Two (2) Letters of Recommendation
• Academic Writing Sample
• Video Essay (included in online application)
• English Proficiency exam required for all Non-native English Speakers
• See program website for acceptable exams and score minimums

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

Doctor of Philosophy Teaching English to Speakers of Other Languages

Pursue scholarship that builds on your interests in language development and multilingual education. This doctoral program will advance your knowledge of language education pedagogy, intercultural communication, research methodologies and educational foundations. You’ll conduct research in language development and pedagogy and prepare for a career in academic, multilingual, and bicultural settings.

Degree Details

Official degree title.

Phd in Teaching English to Speakers of Other Languages

What You'll Learn

You’ll combine courses on the foundation of Teaching English to speakers of other languages (TESOL) and research methods as you explore the value of multilingualism and multiliteracy, emphasizing respect for and appreciation of all languages and cultures. You’ll explore:

• Development of English as a new or foreign language, pedagogy, and research
• How to implement alternative research methodologies
• Intercultural communication
• Educational foundations

Your Academic Experience

Research opportunities.

Located in one of the most diverse urban settings in the world, NYU is an ideal facility for conducting educational research. As a doctoral student in our program, you will research and prepare your dissertation while working closely with your faculty mentor.

Doctoral Seminars

Your doctoral course work dedicated to TESOL will be supplemented with departmental content seminars and a dissertation proposal seminar. Open to doctoral students enrolled in any department or program at NYU, these seminars foster deep conversations on relevant literature and texts, and reflections on issues and research in the field. You’ll work on a paper or project, refine your scholarly voice, and define a dissertation focus.

Careers and Outcomes

Upon completion of your doctorate, you’ll be prepared for a career as a researcher or teacher educator in TESOL in colleges and universities; a curriculum specialist, developer, or evaluator in government agencies and nongovernmental organizations.

Funding for Full-Time PhD Students

If you are accepted as a full-time NYU Steinhardt PhD student without an alternate funding source, you are eligible for our competitive funding package, which includes a tuition scholarship and living stipend.  Learn more about our funding opportunities .

Online Info Session

In this session, NYU faculty share information about the PhD programs in the department of Teaching & Learning, including the PhD in Teaching & Learning, PhD in English Education, PhD in Bilingual Education, and PhD in Teaching English to Speakers of Other Languages. Faculty provide an overview of the programs and answer questions from potential applicants.

If you have any additional questions about our degree, please feel free to contact Shondel Nero at [email protected] .

Take the Next Step

Advance your personal and professional journey – apply to join our community of students.

Department of Education

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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 Staff research interests 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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“ Studying online fit my schedule perfectly. I enjoyed the online experience at Anaheim University because it allowed students to work independently as well as collaboratively. It also incorporated weekly live lectures, which were important in pushing us to complete all the necessary work before the lecture. The fact that the students and professor were on camera together once a week created a better sense of community. ” – Chatham University English Language Program Director & AU Ed.D. in TESOL Graduate Dr. Linh Phung

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 AU's TESOL professors through live webcam classes
• Receive 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 3-4 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
• 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 = approximately 3-4 years

Doctor of Education(Ed.D) in TESOL Course Structure and Program Learning Method

Online discussion forum, assignment 1, assignment 2.

Real-time Online Webcam Class + Online Discussion Forum(in your own time) participation

Written answers to assigned chapter questions

2 Assignments

One or Two Assignments

1 or 2 written assignments per course

Sample: Carry out a critical analysis of a commercially published textbook or some other set of resources (such as an internet site or multimedia program) for language teaching. The analysis should include: etc.

Daily Online Discussion Forum

Discuss weekly readings in free time

Weekly Real-time Webcam Class

Live webcam classes with prof. & fellow students

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 specialist Dr. Rod Ellis and former Presidents of the TESOL International Association (Dr. David Nunan, Dr. Mary Ann Christison and Dr. Andy Curtis) teach students through live face-to-face HD webcam classes as well as at face-to-face residential sessions
• 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
• Courses are taught by distinguished 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 plenary 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 real time.

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 renowned 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.

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Accredited online English Language Teacher education (TESOL), International Business, Sustainable Management, Entrepreneurship and Filmmaking programs at Anaheim University.

Accredited Online Education

Learn from TESOL experts, and gain invaluable insight from leading-edge Sustainability, International Business, Entrepreneurship and Filmmaking Professionals.

• TESOL Ed.D.
• TESOL Graduate Diploma
• TESOL Graduate Certificate
• TESOL Undergraduate Diploma
• TESOL Certificate
• Teaching Young Learners
• DBA in Management
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• International MBA
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• Grad Certificate in Int'l Business
• MFA in Digital Filmmaking
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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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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.

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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Enter your information below to receive more information about the Education (PhD) – Teaching English to Speakers of Other Languages program offered at UCF.

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.

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Earn your accredited Doctor of Education in Teaching English to Speakers of Other Languages (Ed.D. in TESOL) online while studying face-to-face with Anaheim University's  TESOL professors and classmates through live weekly online HD webcam classes and at 2 four-day on-campus residential sessions.

• Weekly Online HD Webcam classes with AU's TESOL faculty
• 16 online courses + Dissertation
• 2 four-day residential sessions in California and other parts of the world
• Earn an accredited Doctor of Education (Ed.D.) in TESOL in 3-4 years while working full-time
• Reasonable tuition

Click here to view the program catalog

Please click here to view Student Satisfaction rates 2013 - 2019

Click here to view the School Performance Fact Sheets

Click here to see an Orientation Video for the Ed.D. in TESOL program

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.

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

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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Accredited online English Language Teacher education (TESOL), International Business, Sustainable Management, Entrepreneurship and Filmmaking programs at Anaheim University.

Accredited Online Education

Learn from TESOL experts, and gain invaluable insight from leading-edge Sustainability, International Business, Entrepreneurship and Filmmaking Professionals.

• TESOL Ed.D.
• TESOL Graduate Diploma
• TESOL Graduate Certificate
• TESOL Undergraduate Diploma
• TESOL Certificate
• Teaching Young Learners
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• DBA in International Business
• International MBA
• Grad Diploma in Int'l Business
• Grad Certificate in Int'l Business
• MFA in Digital Filmmaking
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Program Mission, Vision and Goal

Mission : The Mission of the TESOL doctoral program at Alliant is to meet the international demand for specialists in teaching English to speakers of other languages and to prepare graduates for leadership roles in educating and empowering English language learners in a global society.

Vision: The TESOL Doctorate Program of Alliant will become nationally and internationally recognized and respected as the premier doctorate program for educating practitioner-scholars in the TESOL field with a focus on methodology, applied research, teacher training, program design and implementation, psycholinguistic and socio-cultural factors of second language acquisition, and technology-enhanced language teaching. The program will develop a community of learners through collaboration with other researchers, practitioners, and universities around the world.

Program Outcomes

All CSOE doctoral programs are aimed at preparing educational practitioners to be effective and creative educational leaders in their respective fields, providing them with a strong repertoire of knowledge and skills and professional dispositions. The Doctorate of Education in TESOL Program prepares students to:

• Acquire a strong theoretical knowledge base in TESOL, second language acquisition, and applied linguistics research.
• Acquire the ability to apply TESOL and second language acquisition theory and research to TESOL methodology.
• Acquire the ability to read, interpret, and evaluate professional literature.
• Acquire the ability to conduct and evaluate original field research and present the findings.
• Acquire a deep understanding of the role of linguistics and the impact of social and cultural factors in learning and teaching a second language.
• Acquire a strong knowledge base in TESOL program design, development, and evaluation..
• Acquire the ability to integrate technology into TESOL teaching and learning.
• Become active members and advocates of the TESOL profession.
• Acquire knowledge and skills to design, implement, and evaluate teacher training programs for ESL/ESL instructors.

Specialized Admissions Requirements

All applicants to the TESOL EdD are expected to have a strong background in TESOL methodology and second language acquisition with a master’s in TESOL or Education, or a related field. Additionally, all applicants are expected to have a minimum of two years prior EFL/ESL teaching experience.

Applicants must also satisfy the requirements stipulated in the ”Admissions and Registration” section of this catalog as well as meet the following:

GPA : Students must have a minimum GPA of 3.0 in their Master’s degree.

Interview with TESOL Admissions Committee : Upon receipt and review of all documentation, the candidate will be considered for final admission. Final admissions decision will be made by the systemwide program director and TESOL Admissions Committee.

Recommendation s : Each applicant must provide two written confidential recommendations from persons who can attest to the applicant’s academic and professional abilities and proven accomplishments in education.

Goal Statement Essay : Applicants must submit an academic and professional autobiographical essay and goal statement essay.

Writing Test : All TESOL applicants will be required to take the TESOL Writing and Critical Analysis Test in which they read and write a critical analysis of a journal article. Based upon the evaluation of student’s Writing and Critical Analysis test, an additional prerequisite Graduate Academic Communications Skills course may be required.

English Language Test for International Students : International students must have a 83 Internet-Based Test Score (IELTS of 6.5 on the Test of English as a Foreign Language (TOEFL) Students who received their MA degree from a university in the United States are not required to submit a test score.

Upon receipt and review of all documentation, the candidate will be considered for final admissions. Final admissions decisions will be made by the program director and the CSOE Doctoral Admission Committee. 

Specialized Admissions Requirements: Credit for Previous Graduate Work

Transfer of credit from another institution may be awarded on the following basis:

• A maximum of 24 semester units beyond the master’s degree may be transferred from a regionally accredited institution. All such coursework must have been earned in addition to the master’s degree required coursework.
• The request to accept credit to be transferred must be approved by the program director.
• Credit that has been used to complete a second master’s degree may be considered for transfer.
• Credits must have been earned within seven years prior to the request for transfer. Waivers of this requirement may be considered by program faculty on a case by case basis. All waivers must be approved by the dean.
• Coursework being considered for transfer must be equivalent to Alliant coursework for which it is being applied. Students are required to submit transcripts, catalog course descriptions and other documentation.
• All coursework must be completed successfully with a grade of B or higher.

Curriculum and Degree Requirements

A minimum of 60 units are required for the doctoral degree. These units reflect a semester term system.

Once admitted to the TESOL programs, applicants must maintain a minimum GPA of 3.0 or higher in all coursework. Students failing to maintain a cumulative grade point average of 3.0 at the end of any term will be placed on academic warning and must correct the deficiency by the following semester or be subject to academic dismissal from the program.

A maximum of two courses with a grade of C may be counted towards the degree. Courses with D or F grades must be repeated to obtain credit. All grades are final once submitted to the Office of the Registrar. Incomplete grades are only issue in cases of documented illnesses and deaths in the family.

Each Student is assigned a faculty mentor to assist with their professional and academic development. The TESOL Academic Advisor and faculty mentors assist students with their Master Plan of Study (MPS) and the Academic Advisor registers students in appropriate courses (per their MPS) each semester.

Curriculum Plan

These units reflect a semester term system. Courses are three units unless otherwise indicated .

Required TESOL Courses

• TES 8410 - TESOL Theory and Methodology
• TES 8420 - Research in Second Language Acquisition and Applied Linguistics
• TES 8430 - Technology and Second Language Teaching
• TES 8441 - Design, Development and Evaluation of Programs for Second Language Learners
• TES 8445 - TESOL Field Research Project
• TES 8451 - Cultural, Social and Political Issues of Second Language Teaching
• TES 8460 - Sociolinguistics
• TES 8470 - Psycholinguistics and Second Language Learning and Teaching
• TES 8480 - Seminar: Current Topics in TESOL
• TES 8490 - Advanced Linguistics for TESOL

Research Core Courses

• GSE 8030 - Research Design
• GSE 8033 - Quantitative Research Methods
• GSE 8036 - Qualitative Research Methods

Electives or Emphasis Areas

Choose four (4) courses from CSOE programs and/or approved courses in other Alliant schools.

Dissertation Series

9 units minimum

• GSE 9901 - Dissertation Plan
• GSE 9902 - Dissertation Proposal
• GSE 9920 - Dissertation Preparation
• GSE 9950 - Dissertation / Project Extension

TESOL Program Core Faculty

Jin-Suk Byun, PhD , Assistant Professor

Ken Kelch, EdD , Associate Professor and Program Director

James Perren, EdD , Associate Professor

For a detailed description of program faculty background and research interests, please see the alphabetical listing of Faculty    for the California School of Education.

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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

1 Rue de Stockholm • 75008 Paris, France Phone: +33758491227 Email: [email protected]

A member of the European Education Holdings

Wertachstrasse 21 • 86153 Augsburg, Germany Phone: +15908605264 Email: [email protected]

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THE WORLD'S FIRST LIBERAL ARTS UNIVERSITY FOR POST-GRADUATES!

• Master’s PROGRAMS
• Doctoral LEVEL

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?

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Teaching english to speakers of other languages (tesol), master of science in education (m.s.ed.), you are here, a tesol master's degree is your passport to a career in english-language teaching—whether at home or abroad..

The TESOL master's program prepares you to teach English in college classrooms and other instructional settings where English is a second, foreign, or international language. Through in-depth, interdisciplinary coursework and field-based practice, our program equips you to identify and analyze learner needs, design language curricula, and deploy a variety of evidence-based teaching and assessment practices. At the heart of the TESOL M.S.Ed. program’s interdisciplinary course of study is a recognition that English-language education serves an array of academic, social, and political functions around the world.

What Sets Us Apart

About the program.

As a student in the M.S.Ed. in TESOL program, you’ll participate in a broad range of coursework connecting theory with practice. Courses stress a deep understanding of English language teaching as it relates to the political and social climate of today’s world. The combination of theoretical and practical knowledge prepares graduates to teach English language in university, government, and community settings around the world.

• Fall: 3 courses 
• Spring: 3 courses 
• Summer: 1–2 courses 
• Spring: 1–2 courses (including TESOL Seminar)

Transfer courses accepted 2 (as electives only)

The TESOL M.S.Ed. program prepares language educators to tailor their approach to their students’ unique needs.  The interdisciplinary course of study emphasizes the motivations and needs of international scholars and professionals, learners in countries where English is a second or foreign language, and immigrants who settle in English-speaking nations.

Experiential learning Practicum teaching in English as a second language (ESL) classes through the  PEDAL  program at Penn GSE and at our wide range of community partner organizations

Licensure offered Qualify for  ESL Program Specialist Certificate  in the State of Pennsylvania

Culminating experience TESOL Seminar (includes a service project of 30 hours of ESL teaching) 

The M.S.Ed. TESOL program immerses students in rigorous coursework, field-based teaching practicums, and a 30-hour ESL teaching service project.

In keeping with the interdisciplinary nature of educational linguistics and TESOL, courses cover methods of teaching, evaluation and assessment, and curriculum and materials development. Additional courses provide a thorough grounding in linguistics, which includes work in the structure and development of the English language, first- and second-language development, and sociolinguistics. Course content is based on research into the nature of language learning and teaching, the needs of specific populations of language learners, language and intercultural studies, and pedagogical approaches.

In addition to two practicum courses, students have the opportunity to engage in fieldwork as a tutor, intern, and teacher in a number of core and elective courses. Student teaching is supported by one-on-one mentoring as well as group discussions designed to stimulate inquiry and reflection around issues of language teaching and learning. Students are required to teach English as a second language for the culminating service project.

For a full list of courses offered at GSE, visit  Penn’s University Course Catalog .

Sample elective courses.

• Citizen Sociolinguistics
• Linguistic Anthropology of Education 
• Language Teaching & Literacy Development in Multilingual Contexts
• Classroom Discourse & Interaction 
• Indigenous Education & Language Revitalization
• Teaching Performance Arts for Cross-Cultural Education ( TPACE ) 
• Cross-Cultural Awareness ( PACE ) 
• Selected Topics in Educational Linguistics
• Conversation Analysis for Second Language Teaching & Research
• Task-based Language Teaching 
• Teaching Second Language Literacy 
• Content-Based Instruction 
• Experiential Learning Design for Intercultural Communication 
• Language Assessment
• Communication & Culture in Context 
• Language Diversity & Education 
• Curriculum & Materials Design for English Language Teaching 
• Structure of English 
• Issues in Second Language Acquisition
• Genealogies of Race and Language in Educational Research

For more information on courses and requirements, visit the  TESOL M.S.Ed. program in the University Catalog

Typical program of study.

• 1-2 Elective Course
• EDUC 528 (if not taken in Summer)
• Distribution

* Course can be waived with Faculty approval and replaced with additional TESOL related electives. 

Accelerated Program of Study

• 2 Elective Courses
• Elective Course

Note: These suggested plans of study are for full-time students; students enrolled part-time will work with the program manager and faculty to determine the best plan of study for their situation.

ESL Program Specialist Certification

Esl program specialist certification in the state of pennsylvania.

The University of Pennsylvania is a state-approved certification program for the Pennsylvania Department of Education’s English as a Second Language Program Specialist certification.

To be eligible for the ESL Program Specialist certification, you must:

• Already hold a Level 1 PA certification
• Be an in-progress student in the Penn GSE Urban Teaching Apprenticeship program, earning a Level 1 PA certification

Successful completion of the program will include:

• Completion of required field practice hours
• Satisfactory assessments of teaching competency and disposition measures
• Educational Linguistics
• Approaches to Teaching English and Other Modern Languages
• Language Diversity in Education
• TESOL Practice Teaching
• TESOL Seminar

Upon completion of the program, candidates must register and submit an online application in the Pennsylvania Department of Education’s Teacher Information Management System. Candidates will apply for the Program Specialist credential, with the subject being English as a Second Language.

ESL/Bilingual Education Certification in States Other than Pennsylvania

Students interested in ESL/Bilingual Education certification in states other than Pennsylvania should consult with the appropriate state certification department to inquire whether or not their M.S.Ed. in TESOL coursework meets certification requirements in the respective state.

For more information, please contact  Katherine O'Morchoe

Community Impact: ELX in Philadelphia

Community engagement and service-learning are integral to the TESOL M.S.Ed. specialization at Penn GSE. Service-learning fieldwork allows students to bridge the theoretical concepts learned in coursework with practical skills and experiences gained outside of the classroom. Our interactive map showcases TESOL student teaching and fieldwork sites in Philadelphia. To learn more about our work in the community, contact Jackie Lopez, our Fieldwork and Service-Learning Coordinator, at [email protected] .

PEDAL: Practical English for Daily Living

In PEDAL, TESOL students create and instruct communicative English lessons. As part of the TESOL program's dedication to experiential learning, all first-year TESOL students work as PEDAL assistant teachers during the course EDUC 542: TESOL Classroom Fundamentals. Second-year TESOL students can apply to be lead teachers in the PEDAL classrooms to gain more experience and fulfill their EDUC 528 and EDUC 563 practicum requirements.  PEDAL lessons focus on the types of communication that English language learners encounter when navigating daily life in and around Philadelphia. Virtual classes allow us to open our Zoom classes to adult learners anywhere in the world who want to practice and improve their daily English language skills.

Our Faculty

Program Staff

Hannah Brenneman   Associate Director of Fieldwork & Service-Learning   (215) 746-8237   [email protected]

Katherine O'Morchoe   Program Manager   (215) 898-5212   [email protected]

Suzanne Oh Program Assistant (215) 898-6998 [email protected] 

"The TESOL program gave me an opportunity to be in a classroom from day one, and created a safety net so I could try out the theories I was learning in class. I gained confidence in creating a lesson plan, managing a classroom, and meeting my learning objectives."

Eva Yuxiao Li

Our graduates.

Our graduates  teach English to immigrants who settle in English-speaking nations. They prepare international scholars and professionals to communicate with English-speaking colleagues around the world. And they lead classrooms in countries where English is a second or foreign language.  A number of our alumni enroll in doctoral programs to pursue in-depth research in fields such as applied linguistics and education.

Alumni Careers

• Associate Instructor, Saint Joseph’s University
• ESL Instructor & ESL Tutor Trainer, Delaware County Literacy Council
• Chinese Teacher, Asia Pacific Language School
• Director of Education Division, DENO International Education Consultant LLC
• International Program Coordinator, FLS International
• English Teacher, Zhejiang Yuying College of Vocational Technology
• Instructor, Accelerated Learning Laboratory
• Doctoral Candidate, Lynch School of Education, Boston College, Boston
• Teacher, Shoushan Junior High School
• Doctoral Student in Applied Linguistics, University of Warwick, United Kingdom
• TEFL Advisor, Chinese American Planning Council
• Research Associate, Frontier21 Education Solutions
• Teacher, Auburn School District

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Erica Poinsett Program Assistant [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Working Papers in Educational Linguistics

Working Papers in Educational Linguistics  is a student-managed journal focused on the many areas of research within educational linguistics.

You May Be Interested In

Related programs.

• Educational Linguistics Ph.D.
• Educational Linguistics Ed.D.
• Intercultural Communication M.S.Ed.
• TESOL Essentials Workshop

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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

Apply online

View 2024 Entry

Fast track (current Exeter students including PGCE students)

Open days and visiting us

Get a prospectus

Programme Director:  Dr Nicholas Bremner

Web: Enquire online

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*

Top 150 in the world for Education

The Times Higher Education World University Rankings by Subject 2023

Home to one of the largest Education libraries in the UK

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.

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

Compulsory 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.

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.

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

Hornby Trust Scholarship

Applications for this award are now closed .

Applicants will be notified if they have been shortlisted to attend an interview no later than 15th April 2024.

Interviews will be held during the weeks commencing Monday 29th April & Monday 6th May.

Applicants shortlisted to attend an interview will be notified of the final outcome no later than 22nd May 2024. 

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

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Teaching English to Speakers of Other Languages

The Master of Arts in English provides students with a solid grounding in theory, research, and practice of teaching English as a second or international language to diverse language learner populations.

The Teaching English to Speakers of Other Languages (TESOL) program founded in 1964, is one of the longest running of its kind. This award winning program has a double emphasis:

• Theoretical foundations and contemporary research in linguistics, sociolinguistics, second-language acquisition and related fields.
• Classroom teaching methodology and reflective teaching practice suitable for adult second-language learners.

In the culminating experience class (English 895), students create a digital portfolio containing a capstone project paper, a statement of teaching philosophy, a diversity statement, teaching materials, as well as other materials relevant to their professional growth and careers.

Because our graduates go into so many teaching contexts, the TESOL program does not attempt to train for one specific type of locale; instead, we provide general preparation for the teaching of adult learners in a variety of pedagogical settings.

Contact Information

Dr. Priya Abeywickrama, TESOL Coordinator Email:  [email protected] Phone: (415) 338-3095 Office: Humanities 269

Cynthia Losinsky, English Graduate Programs Coordinator Email:  [email protected] Phone: (415) 338-2660 Office: Humanities 490

Join us for MA TESOL – in person and virtual events

Speaker:  Eric Ku (MA TESOL Alum)

Topic:  Teachers of Multiple Languages: Identities, Beliefs and Emotions

Link to Dr. Ku's recently published book:

https://www.multilingual-matters.com/page/detail/Teachers-of-Multiple-Languages/?k=9781800414525

Date and Time:  6-7pm on Friday April 19 th  (PST)

Location:  Online via Zoom

Meet with faculty for a Q&A  (MA, Grad and Undergrad TESOL Certificates)

Date and Time:  7-8pm on Friday April 19 th  (PST)

Please register here to join these events by zoom.

News and Announcements

• Campus Comeback
• Fall 2021 M.A. English Conference
• Spring 2022 M.A .English Conference
• M.A. TESOL Program Receives State Department Award

Current Students

• SF State Grad Division: New Student Information
• TESOL  M.A. Degree Requirements
• MA TESOL Graduate Student Association

Prospective Students

• Program Learning Outcomes
• Division of Graduate Studies
• Fees and Expenses
• Funding your Graduate Education   
• Applicants from Western Regional States
• International Applicants
• Deadlines   
• Program Overview

Requirements

• Culminating Experience
• Additional Specialization
• Graduation Advising
• We are located in an exciting urban area. The program maintains vibrant relationships with ESL programs throughout the San Francisco Bay Area, including community colleges, adult schools, and community based programs, providing rich opportunities for practical experience and mentoring, and for grounding student projects in real teaching contexts that fit student interests and career goals.

The American Language Institute, an intensive English program on the SF State campus often hires TESOL students, providing opportunities for additional training and professional experience.

We have a long, distinguished history and faculty with an outstanding reputation for leadership, professional scholarship, and service in TESOL. The SF State TESOL degree is widely recognized and respected around the world.

The U.S. State Department has recognized the TESOL Program with an English Language Fellow Top Producing Institution Award, an award presented to five institutions that have prepared the largest number of TESOL professionals to become English Language Fellows. Fellows are cultural ambassadors who promote English language learning and mutual understanding through cultural exchange on 10-month fellowships around the world.

• Our commitment to academic training in the study of language, literacies and the immigrant experience have led many of our alumni to integrate their professional expertise and cross-disciplinary thinking with meaningful civic action: Maria Jose Bastias, (MA '18)   has been recognized for her service to the immigrant community with her work at the community-based organization, Mujeres Unidas Y Activas, and was featured in the New York Times . Vera Rapcsak, (MA '18) and founder of Cosa Buena a social impact organization based in Oaxaca, Mexico offering travel programs that foster authentic, equitable, and respectful cultural exchange, was featured in Architecture Digest .

The photos show the English Language Fellow program's 50th anniversary and at the Anniversary Celebration on Tuesday, November 5, 2019, in Washington, D.C. Dr. Maricel Santos representing SF State’s TESOL Program received the award.

Degree Requirements (30 units)

Core curriculum (15 units).

• ENG 702: Introduction to Graduate Study of Composition, Linguistics, and TESOL
• ENG 707: Topics in Language Analysis (Variable Topics)
• ENG 728: Topics in Sociolinguistics (Variable Topics)
• ENG 733: Student Teaching Seminar
• ENG 895: Field Study or Applied Research Project

Concentration Curriculum (12 units)

• ENG 731: Seminar: TESOL Listening and Speaking Skills
• ENG 732: Seminar: TESOL Reading and Writing Skills
• ENG 734: TESOL Curriculum and Assessment
• ENG 826: Second Language Acquisition

Electives (ONE minimum - 3 units)

• ENG 724: Special Topics in TESOL (e.g. Tech, Teach Abroad, Research)
• ENG 726: Practicum (if less than 2 yrs teaching experience)
• ENG 736: Seminar: Teaching ESL in the Community
• ENG 738: Pragmatics and Oral Skills
• ENG 832: Seminar in Immigrant Literacies and Community-Based Projects

The Culminating Experience is fulfilled by ENG 895  or ENG 898 Master's Thesis (with consent of advisor).

See bulletin for course descriptions.

Applications for Fall admission:  Accepted starting October 1 – early deadline February 1, regular deadline April 1, and final deadline July 31.

Applications for Spring admission:  Accepted starting August 1 – early deadline November 15, regular deadline December 1.

Admission to the M.A. TESOL program is based on evaluation of the following:

• Completion of general admission requirements, as stipulated by SF State’s Division of Graduate Studies
• The quality of the applicant’s academic record.
• Completion of a B.A./B.S. degree from an accredited four-year college or university. Many of our applicants are English majors; however, a B.A. in English is not required. We consider applications from interested candidates with a B.A. or B.S. in diverse fields.
• Minimum Grade Point Average (GPA) of 3.0 (B) or higher, in the last 60 units of undergraduate (and post-baccalaureate) study.
• A statement of purpose which indicates why graduate work in SF State’s M.A. TESOL program is appropriate for the applicant's current academic interests and future academic and professional goals.
• Letters of recommendation are not required but are strongly recommended if the applicant's academic record is not strong.
• The GRE is not required.
• Prior teaching experience is strongly desired but not required.

Admission Procedures

Please review before applying:   Graduate Studies Application for Admission Instructions .

International Applicants: also see Graduate Studies International Admissions

Western Regional Graduate Program (WRGP):  Alaska, Arizona, California, Colorado, the Commonwealth of the Northern Mariana Islands, Guam, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming can now pay in-state tuition in the M.A. TESOL program. Please see website for more information.

The application process for the M.A. TESOL program is as follows. If you have questions about the process, please email  [email protected] .

• Complete the online application through  Cal State Apply . Create your account  AND  Complete your profile.  TIP:  Students who will study on a F1/J1 visa must select  Non-Resident  for  U.S. Citizenship Status  under your Extended Profile. Please note:  You will only see a list of programs that aligns with your academic degree objective.
• A copy of your current résumé.
• Prompt A; Discuss your experience as a language learner and the specific ways this experience has shaped your goals and beliefs as a language teacher.
• Prompt B: Discuss your prior teaching/tutoring experience and the specific ways this experience has shaped your goals and beliefs as a language teacher.
• Prompt C: Discuss something you have recently read about language teaching/learning and the specific ways the reading prompted you to reflect on your goals and beliefs as a language teacher.
• Please indicate in your statement of purpose which prompt you chose.
• Please upload legible unofficial copies of transcripts from each college or university attended. Including study abroad coursework, or community college coursework, even if this coursework appears as transfer credit appears on your degree transcript. Full academic disclosure is required.  Photographs or screenshots of transcripts will be rejected. An incomplete academic history will significantly delay review of your application. The Division of Graduate Studies may request official transcripts from you at any point during the application review process.  
• If selected for admission, you will be required to submit official transcripts to the Division of Graduate Studies in order to secure your offer of admission. Please note: if you previously attended SF State, you do not need to submit a SF State transcript. If selected for admission, please mail official transcripts to: Graduate Admissions Office, ADM 250 San Francisco State University 1600 Holloway Ave. San Francisco, CA 94132
• International applicants who are non-native speakers of English must also have official TOEFL scores sent (institution code: 4683, department code:14). IELTS scores are also accepted.  ETS is now providing an at home TOEFL test during the COVID-19 pandemic . International applicants who are non-native speakers of English must also submit a certified financial statement.
• Optional letters of recommendation from instructors or other persons qualified to comment on your ability to succeed in graduate studies. Because admission to the program is competitive, recommendation letters can help to support your application. There is no standard recommendation form; recommenders should simply use letterhead and address letters to "M.A. TESOL Admissions.” Use the Evaluations tab to manage submission of letters of recommendation. Letter writer email addresses should be from professional or academic organizations (ex. @sfsu.edu, @CA.gov or @ibm.com), not personal email addresses.  Cal State Apply instructions  on how to submit letters of recommendation.

Submit supplemental application material via mail and within a month of the application deadline. Per university policies, international students are required to show sufficient funding to cover the first year at the time of application. The English Dept. has limited financial awards for graduate students.

The time to process documents for international student visas can be lengthy, so it is very important to submit complete applications (with all required documents including official transcripts from all universities, official TOEFL score, and the fee) as early as possible.

For advising and assistance, please see the  University Bulletin  or contact the following offices:

Office of International Programs Phone: (415) 338-1293 Email: [email protected]

Division of Graduate Studies Phone (415) 405-4005 Email:  [email protected]

Required Tests

The GRE is  not  required for admission to the SF State TESOL program.

Level I Writing Proficiency is determined on the basis of the statement of purpose submitted as part of the application for admission.

Those students whose academic writing is not strong enough may need to take English 670 (Graduate Writing) during their first semester or in a subsequent semester.

Students whose native language is not English and whose B.A. was completed outside the United States must present evidence of language proficiency either with  TOEFL  or  IELTS  scores as indicated below:

ETS is providing and an at home TOEFL test during the COVID-19 pandemic .

A  TOEFL  score of 95, or an  IELTS  score of 7.0, is considered to be minimal; applicants who demonstrate stronger English proficiency with a higher  TOEFL  or  IELTS  score (and higher writing subscores) will have a better chance of being recommended for admission to the Master of Arts in English with Concentration in TESOL.

The  TOEFL  or  IELTS  is not required for non-native English speakers who completed their Bachelor’s degree in the U.S. or another English-speaking country.

However, applicants who obtained a B.A./B.S. from an American university in a major other than English might consider submitting a recent TOEFL or IELTS score as evidence that their language proficiency is strong enough to do graduate study in an English Department.

If you do not meet the minimum  TOEFL  or  IELTS  requirement, you CANNOT be admitted conditionally to the M.A. TESOL program. To build your English proficiency and academic skills in preparation for graduate study, consider studying at the American Language Institute on the SF State campus where you will have opportunities to prepare for and take the TOEFL, to improve lecture listening and note-taking, oral presentation, and academic reading and writing skills, and to become oriented to the American educational system.

Transferring Credits

The M.A. TESOL Program is 30 semester units (10 courses). The University will accept a maximum of 9 semester units, including any combination of transfer units from another institution or coursework through the College of Professional & Global Education and included on a student’s Advancement To Candidacy (ATC). Transferable courses must be upper-division or graduate-level classes taken after completion of the student’s B.A., not counted for another graduate degree (units cannot be double-counted), relevant to TESOL and recent (taken within seven years of the semester when the student plans to graduate).

SF State will not accept units from another university if that university does not accept the units for its own advanced degree programs. Because courses taken as part of a certificate program are usually not regular academic courses that count towards a university degree, such courses usually cannot be transferred. If you wish to transfer courses taken at another university (typically, for electives), see an advisor about filing a  Graduate Transfer Unit Evaluation form  for approval of these courses.

If you were admitted to SF State's M.A. TESOL program before Fall 2019 , please view the advising instructions .

Academic Advising

Advising is central to the program. Students in need of advising have a number of options:

• Review the extensive advising information on this website.
• Contact your assigned faculty adviser and set up an appointment ( in person, via e-mail or over the phone).
• Attend Advising Days. Advising Days provide students with the opportunity to meet with faculty and attend various information workshops.
• M.A. TESOL students preparing for Advancement To Candidacy (ATC) please view advising section below (includes capstone preparation process as the capstone proposal is due at the time of ATC).
• For serious academic concerns, including academic probation, please contact the program coordinator ( [email protected] ).

Find your Faculty Advisors:

• If your last name begins with A - L, please see Dr. Kohls or Dr. Santos.
• If your last name begins with M - Z, please see Dr. Abeywickrama or Dr. Olsher.

Academic Policies and Resources

The University Bulletin  includes official  graduate academic policies and procedures . It also provides a wealth of other information (see  Table of Contents),  including the official requirements of the  M.A. in English: concentration in TESOL degree program  and  course descriptions .

The Division of Graduate Studies  (Administration 250, (415) 338-2234, (415) 338-2232,  [email protected] ) provides  advising resources ,  forms for continuing students  and  information for current students .

Length of Program and Course Sequence

The entire M.A. TESOL program, including recommended courses taken during the first semester or two, takes from 2-21/2 academic years (four or five semesters, excluding summers) to complete. It is not so much the number of courses that determines the length of time required to complete the program, but whether a student attends part-time (1 - 2 courses per semester) or full-time (3 - 4 courses per semester).

Pathways through the Program

Planning the overall trajectory of your M.A. studies? Please see the pathways through the program handout below which suggests semester-by-semester plans for completing the M.A. degree across various time spans, from 4-semester to 5-semester plans and starting the program in the Spring semester.

Pathways through the Program Handout  (pdf)

Advising Checklist & Worksheet

Check out the Advising Checklist and Worksheet before you meet with your advisor.        

Advising Checklist/Worksheet (pdf)

Availability of Courses

M.A. core courses are offered only during the fall and spring semesters. A few literature courses, and sometimes TESOL seminars, are offered during the summer session and the January winter session (see  SF State course schedule ).

Late sections (beginning at 4pm or later) are regularly offered for many courses. We make every effort to accommodate students who need late classes, but there is no guarantee that it will be possible to take all of the courses necessary to complete the M.A. program late in the day.

Because specific classes may be offered only once every two or three semesters, it is important to be aware of when they will be offered and to plan ahead.

Courses Recommended on Advisement

The TESOL program may recommend courses for some applicants in their first two semesters in the program. These course provide foundational work for some students who do not have the educational background, enough teaching experience or need academic support to be successful in TESOL graduate level work.

• ENG423: Language Analysis for Language Teachers (3 units): Introduction to English language structures and common English learner errors. Analysis of form, meaning and use in spoken and written texts, including academic genres. Focus on understanding cross-linguistic influences and strategies for responding to learner challenges in grammar and pronunciation.
• ENG 670: Writing for Graduate Studies in the Liberal and Creative Arts (3 units): Development of writing skills for graduate work in the Liberal and Creative Arts focusing on the kinds of writing needed in these disciplines. May not be used for master's degree ATC
• ENG 726: Practicum (3 units): For students who have less than 2 years of classroom teaching experience, through assignment as an apprentice or tutor, TESOL students gain experience with methods, materials, and procedures for teaching non-native speakers of English.

TESOL Program Foreign Language Requirement

The purpose of this requirement is to experience the learning of a language which is markedly different from one's native language. For native speakers of English, the foreign language must be a non-Indo-European language or an Indo-European language that differs considerably from English, such as Farsi or Hindi. American Sign Language (ASL) may also be used to fulfill this requirement. For non-native English speakers, English is considered to be the foreign language.

Native English-speaking students who enter the program already having proficiency in a non-Indo-European language will be considered to have fulfilled this graduation requirement. All non-native speakers of English, by virtue of pursuing graduate work in English, their foreign language, will have as well. Native English-speaking students who do not have proficiency in a non-Indo-European language may fulfill that requirement along with their required foreign language study for English 826 (see below).

English 826 Concurrent Foreign Language Requirement

One of the requirements for English 826 (Second-Language Acquisition) is that students study a foreign language concurrently in order to focus their attention on the language learning process. Regardless of their prior language study, all students must study a foreign language while they are taking English 826. Most native English-speaking students who enter the program without proficiency in a non-Indo-European language complete that graduation requirement by taking a non-Indo-European language as their foreign language for English 826. Native English-speaking students who already have proficiency in a non-Indo-European language may take any foreign language they like to fulfill the English 826 foreign language requirement. Non-native English speakers may take English 670 (Graduate Writing for TESOL) or a CMS (Composition for Multilingual Students) class to fulfill this language requirement.

Foreign language courses may be taken in junior colleges, private institutes, or extension divisions, as well as at SF State. Language courses may be taken on a credit/no credit basis or for a certificate of attendance. For courses taken off campus or in summer school, students should place an official grade report, a letter from the institution, or a memorandum from the English 826 instructor in their file in the English Department office.

List of non-Indo-European language courses which may be taken to fulfill the requirement.

Foreign language courses may be taken at SF State or at community colleges, private institutes, or university extension programs. Language courses may be taken on a credit/no credit basis or for a certificate of attendance. For courses taken off campus, students should place an official transcript, a letter from the institution, or a memorandum from the English 826 instructor in their file in the English Dept. office.

• ARAB 101: First Semester Arabic (also ARAB 102)
• AA S 171: Speak Vietnamese
• CHIN 101: First Semester Chinese (also CHIN 102, 103, etc.)
• FILI 101: First Semester Filipino
• HEBR 101: First Semester Modern Hebrew
• APN 101: First Semester Japanese (also JAPN 102, 103, etc.)
• PRSN 101: First Semester Persian • SPED 688: American Sign Language I
• SPED 689: American Sign Language II

Some off-campus programs 

• San Francisco City College [Chinese, Japanese, Korean]
• UC Berkeley Extension  [Arabic, Chinese, Japanese, Vietnamese], (510) 643-2604
• University of San Francisco  [Chinese, Japanese, Hebrew], (415) 422-2802
• Soko Gakuen [Japanese: Beginning conversation, beginning-intermediate classes, including Saturdays], (415) 928-9608
• Japan Society  [Beginning-Advanced Japanese], (415) 986-4383
• Nobiru Kai [Japanese], (415) 922-2033
• AISEI Japanese Language Services [Beginning-Advanced Japanese, 10-week classes], (415) 296-9295
• Intercultural Institute of California , Korean Studies Program [Korean], (415) 441-1884
• Pacific Arabic Resources  [Arabic], (415) 644-0110
• Arab Cultural Center [Introductory, Intermediate and Advanced Arabic],(415) 664-2200
• A 10-week course, once a week for 3 hours in the evening. (Might not be offered at present)
• Vista College, Berkeley (510) 841-8431
• College of San Mateo
• ASL Café [a 60-minute ASL class along with ASL language practice one evening a week], [email protected] , (415) 242-5200

Advancement to Candidacy (ATC) and Proposal for Culminating Experience (CE)

Instructions and forms.

Students must file their  Advancement to Candidacy (ATC) form  during the semester immediately preceding registration for the final six units of the 30-unit program, that is, the semester before taking English 733 and 895. At the time they complete their ATC form, students must also complete a  Culminating Experience (CE) form.  The M.A. TESOL Culminating Experience is  a Capstone Project  which includes a Capstone Paper and Presentation.

You can download the ATC form from the  Graduate Studies Current Student Forms page .  Select "English-TESOL" from the menu.  You can  download a sample of the ATC form . Please  download the CE form from the  Graduate Studies Culminating Experience Procedures page . Download the "895: Field Study or Applied Research" version of the form. 

Your CE form needs to include a brief description of your Capstone Project,  so be sure to read the capstone  guidelines  and download the  proposal form  and then bring ideas for your project along with your draft forms to meet with a faculty advisor at least one month before your ATC and CE forms are due to the M.A. TESOL faculty. You can  download a sample CE form .  Follow these instructions for completing the CE form .

All students:

After you have completed your ATC and Culminating Experience forms (two forms), they must be checked by a M.A. TESOL faculty adviser. To do this, you must either attend the M.A. TESOL ATC review meeting (announced via list-serv at the beginning of the semester) or meet with your faculty adviser.

How to prepare:

Borrow your file from the English Department office .   Bring a copy of your unofficial transcript  showing completion of course work. Once your ATC form is approved, your status will be changed from conditionally classified to fully classified.

Bring  both  your  completed ATC  and  completed Culminating Experience  forms, and if needed, completed ATC Substitution and/or Transfer of Units form, to the meeting. (Thesis students should check with their thesis advisers regarding all the needed paperwork and deadlines.) If everything is evaluated as correct on the two forms at a review meeting, faculty will collect them and forward them to the English Department office for further processing. Copies will be made for your file in the department office, and you should eventually receive copies of signed and approved forms in the mail.  If there are any errors, you will need to revise the forms and resubmit them  for review.

If you still need to choose an Elective for the coming semester to include on your ATC form, see schedule for classes. Type in your most likely class. Should you later change your mind and take a course/courses different from the courses that you typed on the ATC (and that were approved), you will need to submit a  Petition for ATC Substitution .

The Culminating Experience Form will be signed by 2 faculty members. In the event there is a change in your committee (for example if a faculty member who signed your form is on leave the semester you graduate), you will need to submit a Petition For Committee Revision.

Capstone Guidelines and Proposal Form

In preparation for your final semester, you must come prepared with ideas for your capstone project or the capstone proposal at the time you submit your ATC. Please see the following  guidelines   and download and fill in the  proposal form  to begin working on your capstone project. The capstone proposal is due Week 13 of the semester.

Grading Policy and Probation

Graduate Academic Policies and Procedures  require that all graduate students maintain a minimum cumulative 3.0 (B) grade point average (GPA) and a minimum 3.0 (B) GPA for the 30 units of courses listed on the Graduate Approved Program (GAP) form.

Specific program policy is as follows (for more specific course information see  SF Bulletin ):

The non-Indo-European language that accompanies English 826 may be taken on a credit/no credit basis or for a certificate of attendance.

English 702, 707, 728, 731, 732, 734 and 826 must be taken for letter grades.

English 733 and 895 are graded on a credit/no credit basis.

Only one Elective course can be taken for credit/no credit.

The passing grade for all core and concentration courses is B- (this is 80% and aligns with University policy and corresponds to the CR/NC option)

Students whose cumulative GPAs drop below 3.0 (B) will be placed on probation.

A course may be repeated only by a petition approved by the M.A. TESOL faculty.

Review SF State’s  graduate academic standards .

The M.A. TESOL-required culminating experience is a Capstone Project (consisting of a paper and presentation), which is completed while taking English 895: Field Study or Applied Research Project

TESOL Capstone Project

(For examples of past Capstone Project topics, see links to past TESOL Conference Web sites below.)

The TESOL Capstone Project (CP) provides students with an opportunity to demonstrate their in-depth knowledge and practical expertise in a specific area of the TESOL discipline, and to showcase their work through two formats: a 15-20 page academic paper, and a professional conference presentation. The Capstone Project, completed in the context of ENG 895, builds on work the students have completed for their TESOL coursework – for example, ENG 702 annotated bibliography entries; ENG 732 research project, ENG 734 curriculum project; ENG 731 lesson plans, among others (see sample CP scenarios below). CPs are meant to be opportunities for reflection, expansion, and meaningful revision of coursework which students view as central to their professional development. For this reason, in general, students are discouraged from launching brand-new projects in their final semester for their CP. In selecting a focus for their CP, students should be able to demonstrate how their CP builds on prior work in a meaningful and productive way.

Students’ CPs should be consistent with their career goals; a CP work should be viewed as a culminating display of ability, demonstrating that TESOL graduate is prepared to become a professional in the field of TESOL. The excellence in writing and oral presentation requirements reflect the competencies that are essential to success in the field of TESOL. The CP academic paper is intended to assess students’ familiarity with the rigors of writing for a professional audience in the TESOL field and the conference provides a venue for giving a professional presentation.

The CP is prominently featured in the student’s TESOL Portfolio; the reflection and expansion/revision work of the CP paper and presentation is carried out in the context of ENG 895, under consultation with the students’ faculty portfolio advisors and peers. The CP yields two products which are required components in the students’ TESOL Portfolio:

•  An academic paper [15-20 pages] A paper that demonstrates your in-depth knowledge and practical expertise in a specific area of TESOL and may take on a variety of formats (e.g., an action research paper, a curriculum development plan, a theoretical essay, a grant proposal, a program assessment plan, among others). While the format, scope, and purpose of papers will vary, all papers are expected to include: discussion of actual ESL/EFL learning contexts, a solid review of relevant literature, and applications to classroom practice. Papers should also demonstrate students’ ability to write competently for a target audience of TESOL professionals, using logical argumentation, appropriate formal voice, and standard academic writing conventions.
• An oral presentation and handout for your end of semester professional conference presentation

Students are free to collaborate during the preparation of their CP work and are strongly encouraged to seek on-going peer input/critique. Students are also free to co-present at the conference, but each individual student must independently prepare a CP paper with a unique focus.

Websites from past English Dept. Conferences:

• Fall 2022 English Dept. Conference
• Spring 2022 English Dept. Conference
• Fall 2021 English Dept. Conference
• Spring 2021 English Dept. Conference
• Fall 2020 English Dept. Conference
• Spring 2020 English Dept. Conference
• Fall 2019 English Dept. Conference

Websites from past TESOL Conferences:

• Fall 2018 M.A. TESOL Conference
• Spring 2018 M.A. TESOL Conference
• Fall 2017 M.A. TESOL Conference
• Spring 2017 M.A. TESOL Conference
• Fall 2016 M.A. TESOL Conference
• Spring 2016 M.A. TESOL Conference
• Fall 2015 M.A. TESOL Conference
• Spring 2015 M.A. TESOL Conference
• Spring 2014 M.A. TESOL Conference
• Fall 2013 M.A. TESOL Conference
• Spring 2013 M.A. TESOL Conference
• Spring 2012 M.A. TESOL Conference
• Fall 2011 M.A. TESOL Conference
• Spring 2011 M.A. TESOL Conference
• Spring 2010 M.A. TESOL Conference
• Fall 2009 M.A. TESOL Conference

FAQs from New Students

If you are a prospective student, please view the M.A. TESOL Prospective Students FAQs here .

Orientation

 At the Orientation for new students, you will have a chance to meet the M.A. TESOL Program Coordinator, some of the TESOL faculty, and fellow newcomers to the program. The Orientation covers a number of important topics, including:

• Explanations of core M.A. courses and TESOL concentration courses
• Suggested course loads and combinations of courses
• Long-range planning of your program
• Getting tutoring and teaching experience
• Communications, advising, and places to know about

New students should try not to miss this very important meeting. If you do have to miss it, contact the Coordinator to get a summary and copies of handouts that you missed.

The Orientation is held at the beginning of each semester, just before classes begin. New students who live in the Bay Area will also have a chance to attend an Orientation at the end of the semester before they enroll.

First Semester Classes

Most M.A. TESOL students are admitted conditionally and take core or foundational classes during their first two semesters.  Check your admission letter from the English Department  to see which courses are listed under “Conditional Admission.”

Most M.A. TESOL students  register for the following classes their first semester: English 702 (Intro to Grad Studies), English 826 (Second Language Acquisition), and a concurrent foreign language (usually a non-Indo-European language for native English speakers and English 670 for non-native speakers of English). In addition, some full-time students may take English 726 (Practicum - less than 2yrs teaching) and or English 423 (Language Analysis for Teachers).

Registering for Courses

You can sign in and register for classes, as well as access your grades, class schedule, unofficial transcript, test score report, financial statement and more, at  SF State Gateway . If you do not have an SF State password, you can request one using the  SF State password service .

See explanations of  Registration policies and procedures  and  Registrar’s information, dates, and deadlines . You can find out your Priority Registration date and time online at  SF State Gateway .

You  must pay fees first , and remove any holds, in order to register. If you have problems, you can call the Registration Helpline at (415) 338-3333 or get help at the One Stop Student Services Center in the Student Services Building (phone: (415) 338-2350).

To get your first choice of sections, register for classes on your Priority Registration date or during any Open Registration period after that date. Open classes can be found by doing an online search of the  class schedule .

If a class is full, try to register for a different section, or try to get on the waiting list. During the first week of class, faculty will make every effort to admit M.A. TESOL students who need to take prerequisite classes, so don’t worry. You can add classes during the first week, when other students drop out.

The English Department can make no guarantee of admission to classes. There is an upper limit on the number of students permitted in each class, and, if the minimum enrollment is not met, the class will be canceled. For these reasons, and to guarantee yourself a spot in a class, it is important to register during Early Registration and Priority Registration.

You can read more about transferring credits under the M.A. TESOL admissions section on the left of this page.

You can also view the  Transfer Unit Evaluation Form (pdf) from the Division of Graduate Studies website.

• Review the extensive advising information on our program website.
• Contact your assigned faculty member and set up an appointment. Advice may be given in person, via email, or over the phone.
• Come to sessions held on Advising Days. Advising Days provide current students with the opportunity to meet with faculty and attend various information workshops.
• Current students in the M.A. TESOL Program can view the advising section for additional forms that will help with the Portfolio and Capstone preparation process.
• For serious academic concerns, including academic probation, please contact the program coordinator ( [email protected] )

Find your faculty advisors here:

• If your last name begins with  A-L, please see Dr. Santos, Dr. Kohls or Dr. Olsher
• If your last name begins with  M-Z, please see Dr. Abeywickrama or Dr. Olsher

Checking Your SF State E-mail Account Regularly

All students at SF State receive a free e-mail account with an @mail.sfsu.edu address. This is the official e-mail address that the University will keep on record for you, and the University will use this address to send you important information.  If you do not plan to use your SF State account on a regular basis, be sure to arrange to have e-mail forwarded to an account that you do use regularly so that you will not miss important messages from the University.

To read more about SF State e-mail accounts, including how to get e-mail forwarded and how to re-set your password, see the  email guide page at the SF State Tech Central site .

San Francisco State University has two child care facilities on campus which are open to faculty, staff, and students, the  Associated Students’ Early Childhood Education Center , and  SF State Children's Campus .

Housing information is provided by the  SF State Housing Office .

Students wishing to live on campus should check out the University’s housing options  early , and are strongly encouraged to fill out a  housing application  before being admitted to the University. Unfortunately, SF State cannot guarantee housing to newly admitted students. Applications are accepted on a first-come, first-served basis.

Graduate students may obtain additional specialization by adding one or more certificates to their degree program:

• Certificate in Immigrant Literacies 
• Certificate in Teaching Composition 
• Certificate in Teaching Post-Secondary Reading
• Certificate in Computational Linguistics

Please also check out M.A. TESOL's Experience & Careers and Community Service & Research .

• TESOL M.A. Degree Requirements
• Experience & Careers
• Community Service & Research
• Application Materials
• Funding your Education

Professional Resources

• TESOL International Association : the annual  conference is the largest professional development event in the TESOL field.
• CATESOL : a professional organization serving Teachers of ESOL in California and Nevada.
• Literacy Education and Second Language Learning for Adults ( LESLLA ): promotes, on a worldwide, multidisciplinary, and multilingual basis, the sharing of research findings, effective pedagogical practices, and information on policy.
• Applied Linguistics Association of America ( AAAL ): a professional society of scholars interested in a broad range of real-life language-related issues and the underlying social and material conditions

Current Student Checklist

Obtaining classified status.

Students admitted with Conditionally Classified status normally obtain Classified status after Graduate Division reviews and approves the Advancement To Candidacy (ATC). Under certain circumstances, you may wish to obtain Classified status before filing the ATC. If you have met the conditions outlined in your Notice of Admission, contact your department office about the procedure for changing your status from Conditionally Classified to Classified. If your program requires you to provide evidence that you have met these conditions, bring proof of completion (such as a transcript) to the department office and ask that it be added to your file.

Semester Before Taking English 895

Submit your Advancement To Candidacy (ATC)

• Use this form to describe how you will fulfill the requirements of your degree.
• The Graduate Coordinator of the M.A. Composition Program will guide you through the process of preparing and submitting your ATC. Prepare the ATC form online before printing. If necessary, print out a blank copy and type in the information. If the form is handwritten, it will be rejected by Graduate Division.
• Submit your ATC to the department office.

Submit your Proposal for Culminating Experience (CE) and your Protocol Approval Form (PAF)

• The Graduate Coordinator of the M.A. Composition Program will guide you through the process of preparing and submitting both your Proposal and the paperwork related to obtaining Protocol Approval for conducting research with human subjects.
• You will use the Proposal form "895: Thesis with Human/Animal Subjects"; include the title of your thesis and a brief abstract, and list the members of your thesis committee, all of whom must sign the form. Your "committee chair" is your first reader.
• Prepare your Proposal form online before printing. If necessary, print out a blank copy and type in the information. If your Proposal is handwritten, it will be rejected by Graduate Division.
• Submit your Proposal and your Protocol Approval paperwork to the department office.

Do you have questions about the ATC, Proposal for Culminating Experience, or Protocol Approval Form? Ask in your department office, consult with your advisor, or visit the Graduate Division website. Note that we prefer that you submit your ATC and Proposal forms and your Protocol Approval paperwork to the department office at the same time.

Semester of Graduation

Enroll in ENG 895

• Your ENG 895 instructor will give you a permit number to use for adding the class online.

Apply for graduation

• The deadline to apply for graduation is the 4th Friday of the semester.
• The graduation application is available on the  Division of Graduate Studies website .

Check your transcript

• Complete any necessary paperwork to change Incomplete grades.

Submit your thesis to Graduate Division

• The usual deadline is the last day of classes.
• Check the requirements for thesis formatting and submission in advance on the Division of Graduate Studies website.

When Graduation Is Delayed

Re-apply for graduation

• If you do not graduate during the semester in which you initially enrolled in 895, you  must   re-apply  for graduation in the semester in which you will complete your requirements.

Maintain enrollment status

Students admitted before Fall 2008

• If you do not submit your thesis by the deadline, your instructor will assign you a grade of ‘RP’ (report in progress).
• You do not need to re-register for ENG 895 in subsequent semesters.
• You do not need to pay fees for subsequent semesters.

Students admitted beginning Fall 2008

• Graduate students who earn RP in ENG 895 have an additional “grace semester” after the posting of the RP grade to continue writing the thesis. To maintain current status during this grace semester, students do not have to pay fees or register for courses.
• If students do not graduate at the end of the grace semester, they must enroll in a 0-unit Culminating Experience course via the College of Extended Learning for each subsequent semester.
• When you submit your thesis to your readers, you must also provide your 895 course instructor with a Petition for Grade Change.
• Fill in your name, SF State ID#, and the semester of enrollment in ENG 895; your professor will note that the RP grade should be changed to CR and will submit the petition to the department.

Note your seven-year deadline.

If you do not graduate during the semester of your initial enrollment in your culminating experience course, we recommend that you remain mindful of your seven-year deadline. Your degree must be awarded within 7 years from the start of the term of the earliest course listed on your ATC. EXAMPLE: if the earliest course listed on your ATC was taken in the Spring 2008 semester, you must graduate no later than the January, 2015. Students whose deadline has expired must petition for an extension of the seven-year limit; such an extension may be granted only once.

For more information contact: Department of English San Francisco State University 1600 Holloway San Francisco, CA 94132 (415) 338-2660

Inquiries concerning admission to the university, application forms, the university Bulletin, financial aid, etc. should be addressed to: Graduate Studies Division, ADM 250 San Francisco State University 1600 Holloway Avenue San Francisco, California 94132.

Graduate Division

(415) 338-2234

• Email: [email protected]
• Telephone: (415) 338-2264

Office Hours

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• Program Overview

In the Master of Arts in Teaching English to Speakers of Others Languages (TESOL) program, you learn the role of language education within a diverse array of sociocultural, linguistic, and political contexts. 

The TESOL MA covers both linguistic theory and practical application. You examine the intersections of language, culture, power, and inequality, and you prepare to be a highly effective teacher, leader, and practitioner in the United States and abroad.

Teaching English to Speakers of Other Languages, MA

Tesol certificate.

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Check Approved States for Online Learning

The TESOL Master’s program is offered in person or online in a synchronous format in some states throughout the United States.

Understand the structure of the English language as it relates to linguistically diverse students.

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• OBE - Outcome Based Education
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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.

Applicants should possess the following:

• A Masters degree.
• Training and or professional experience in the field of education.
• Fulfil other requirements determined by the individual areas of specialisation.

(Applicable for International Applicants Only)

• A minimum score of 550 in Paper- Based TOEFL (Test of English as a Foreign Language) or
• A minimum score of 213 in Computer- Based TOEFL (Test of English as a Foreign Language) or
• A minimum score of 80 in Internet- Based TOEFL (Test of English as a Foreign Language) or
• A minimum score of Band 6.0 in IELTS (International English Language Testing System)
• The applicants native language is English or National language
• Applicant graduated from institutions of higher learning which use English Language as the medium of instruction.
• English courses offered by British Council.
• Passed USM's Intensive English Course Level IV with minimum gred B.
• English courses offered by selected Public / Private Universities.

(Applicable for Malaysian Applicants Only)

• MUET Band 4 for Doctor of Education (TESOL) and Master of Education (English Language Education, TESOL)
• Full-time: Min 6 semesters / Max 10 semesters
• Part-time: Min 8 semesters / Max 14 semesters

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What Is a TESOL Certification?

With populations growing in number — and becoming increasingly diverse and globally connected — it’s not uncommon to meet someone who’s not a native English speaker. People from non-English-speaking countries who migrate to the United States for work often bring family members – including children who attend schools and are given labels like English Language Learners (ELL), English Learners (EL), English as a Second Language (ESL), or even First Language Not English (FLNE) students. These students’ English instructors are also given labels, such as “ELL teacher.” 1

If your plan is for English language teaching to students whose primary language is not English, you must be qualified to do so. Many ELL or ESL teachers pursue a TESOL degree or TESOL certificate program. So what is TESOL?

TESOL stands for Teaching English to Speakers of Other Languages. The acronym represents the academic certification itself, as well as the international organization that advocates for best practices in TESOL education . You’ve likely seen other acronyms like TEFL and TESL that refer to teaching English to non-native speakers, so how is TESOL different?

TEFL stands for Teaching English as a Foreign Language. This TEFL certification prepares you to teach English in another country to students who don't speak it. Some TEFL certificate programs allow you to complete your coursework overseas, and will help place you in a teaching position once you've completed your certificate program.  TESL – Teaching English as a Second Language – is a separate certification that qualifies you to teach English to non-native speakers in the United States.

There is a lot of overlap. You sometimes see online job listings for "TEFL/TESOL," as if the acronyms are interchangeable. But the TESOL program actually encompasses both TEFL and TESL. Getting a TESOL certification or TESOL credential equips you to teach both in the U.S. and overseas where English is being taught to people of a different native language. This means that having TESOL certification can potentially open more doors to teaching experience and employment.

How Does TESOL Certification Benefit You?

Just because you're a native English speaker doesn't mean you understand how to teach the language to a non-native speaker. To be an effective TESOL teacher to an English language learner, you must have specialized, research-based skills and instructional practices and understand the language learning process. As students struggle with their learning, prospective teachers must also be patient and show that they understand what a challenge language learning can be to international students and non native speakers alike.

TESOL International Association points out “6 Principles for Exemplary Teaching of English Learners”:

• Know the students you’re teaching. The more you know their backgrounds and interests, the better you can engage with them.
• Make the classroom environment conducive to learning. Do whatever you can to make your students feel comfortable.
• Use scaffolding and other lesson aids that maximize student comprehension. This includes facial expressions, modeling, and visual media.
• Continually assess comprehension and adapt lessons accordingly. Assessments can be as simple as students giving a thumbs up or down to communicate whether or not they comprehend the material.
• Regularly monitor progress and provide feedback. Gather data so you can track student achievement. 
• Foster a strong learning community among your colleagues. When teachers collaborate and are professionally engaged, their teaching improves.

You’ll notice that these basic principles are applicable in any classroom and content area. But these may be especially important in situations where there’s a language barrier. Learning a new and difficult language can feel like climbing an incredibly steep hill.

You may become a more effective teacher to English learners if you work towards becoming proficient in another language yourself. It isn’t a prerequisite to pursuing TESOL certification, however, you will most likely benefit from the experience. Not only might it help you empathize with English learners, but it may also help you engage in a language and culture that’s not your own.

Do You Have to Be TESOL Certified to Teach English Learners?

You must be specially certified in order to teach English to students of other languages, but teaching license and requirements like an elementary teacher certification or secondary teacher certification will vary depending on your state and the type of school. Certification in TESL may be sufficient for some teaching positions in the U.S., while other positions may require that you have at least a master's degree in TESOL. California, for example, requires you to have a bachelor's or higher degree and complete an approved Education Specialist Credential program for teaching English learners.

Some positions may require that you have a degree in a related field — like English, linguistics, or education — not just a TESOL certificate. Elsewhere you may be expected to have an advanced degree specializing in TESOL. As with any career goal in education, check the state requirements where you plan to teach.

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What Are My TESOL Certification Options?

If you’re passionate about teaching English learners and are wondering how to get a TESOL certification , you have options. Which one you choose depends on teaching requirements in your state and the level of education you wish to acquire.

• TESOL Certificate only. If you want some training on how to teach English learners, but don’t need a state-approved teaching credential , this option might appeal to you. Some colleges and universities offer 15-20-unit programs, with courses in teaching and assessing English as a second language, TESOL strategies, and include a short practicum. These serve as an introduction to TESOL. A certificate by itself, without teacher training, isn’t applicable to a state credential. However, this type of certificate could be useful if you want to teach children or adults outside the public school system as part of a nonprofit or study abroad program. 2
• Bachelor of Arts in TESOL. This degree program includes courses in English language history, linguistic theory, cultural anthropology, child development, advanced grammar, language development, and foreign language courses equivalent to a minor in that subject. There is also a professional education component that includes student teaching. 3
• Education Specialist Credential in TESOL. The EdS in TESOL is not as common as a master’s in TESOL . An EdS typically requires more units than a master’s degree, and culminates in a project or internship rather than a thesis — though the latter may be an option. Coursework includes curriculum and assessments, teaching English grammar, reading and writing, culture and diversity, leadership, and statistical research.
• Master of Arts in Education — TESOL. This program includes courses in methods of teaching a second language, designing curriculum and assessments, teaching English grammar, reading and writing, and technology. There is also a practicum component for future TESOL teachers consisting of a project that applies techniques and concepts learned in coursework.
• Doctor of Education in TESOL. This Doctorate in TESOL  expands on the skills in the master’s program. Coursework digs deeper into language structure and development, teaching practices in reading, writing and grammar, listening and speaking to second language learners, and examining related social and cultural issues. A significant portion of the program is dedicated to research, and to planning and preparing your dissertation.

For finding the certificate program that’s right for you, TESOL International Association makes available the English Language Professional’s Resource Guide . There you can browse for institutions that offer TESOL certificates, degrees, and majors.

Cheaper and Faster is Not Always Better

Because there are multiple options for both degree programs and institutions offering certification, it’s difficult to answer how much certification will cost. If you spend a few minutes searching online for “TESOL certification,” you’ll quickly see how many options are out there. Many accredited colleges and universities offer both online and in-classroom TESOL degree programs, but may have higher fees and take a couple of years to complete. Websites claiming fast and cheap certification can be suspicious. It’s possible to get a “TESOL certificate” online with only a high school diploma, $200, and 120 hours of your time, but that certificate may be of little use if you’re seeking a state-issued teaching credential. Again, research your options carefully.

Do You Need to Renew a TESOL Certification?

A TESOL certificate has no expiration date. Once you receive your TESOL certificate, its validity lasts a lifetime. It will still be relevant regardless of what year you earned it. Some teachers do pursue advanced courses to further strengthen their professional credentials. You can choose one focused teaching area to specialize in such as online teaching or teaching English to children. 

TESOL Certification Is Needed More than Ever

Data from the National Center for Education Statistics indicates that the number of ELL students in U.S. public schools continues to rise. The latest available figures (fall 2016) show that 9.6% of the nation’s public school students are ELL. California had the highest percentage (20.2%), followed by Texas (17.2%) and Nevada (15.9%). 

In all, there are about 4.9 million ELL students in U.S. public schools. 4 One encouraging piece of NCES data shows the percentage of public ELL students by grade level (K-12). The highest percentage of ELL students are in kindergarten and first grade (16.2%), and the bar graph clearly shows the numbers gradually decreasing toward 12th grade. 5 This is great news, because it means that ELL students are achieving English proficiency as they age. It also highlights the positive effect teachers have on English learners, and why TESOL certification can be important.

get your certification today

Alliant International University is an accredited institution offering TESOL degree and certificate programs. Request information online , or speak with a representative at (866) 825-5426 .

• “ESL, Ell, or FLNE? How to Describe Students Whose First Language Isn't English.,” America's Promise, accessed November 23, 2021, https://www.americaspromise.org/opinion/esl-ell-or-flne-how-describe-st… .
• “TESOL Certification: Degree Programs and Courses for ESL Teachers: TESL,” How to Become an ESL Teacher | ESL Teacher Education and Requirements, accessed November 23, 2021, https://www.eslteacheredu.org/education/ .
• Coe - English Language Learners in Public Schools, accessed November 23, 2021, http://nces.ed.gov/programs/coe/indicator_cgf.asp .
• Coe - English Language Learners in Public Schools, accessed November 23, 2021, https://nces.ed.gov/programs/coe/indicator/cgf .

Kristy Pruitt

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Dean of the California School of Education for Alliant International University in San Diego, California. In addition to her leadership...

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