phd in language education

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Educational linguistics, doctor of philosophy (ph.d.), you are here, a pioneering doctoral program with an enduring legacy of research in applied linguistics, language learning, and teaching..

The Educational Linguistics Ph.D. program focuses on language learning and teaching as well as the role of language in education. Our questions and concerns are situated squarely in educational policy and practice, informing and informed by interdisciplinary theory and research in linguistics, anthropology, psychology, sociology, history, and other fields.

What Sets Us Apart

About the program.

Our program promotes the view that language must be examined within the cultural contexts and social situations in which it occurs.

3–4 courses per semester (fall/spring semesters only)

Transfer courses 8 (electives only)

Duration of program 5–7 years

Culminating experience Candidacy examination, and dissertation

Our faculty and students are involved in generating research on language and learning in areas such as:

• Linguistic, cognitive, and sociocultural aspects of (additional) language development
• Local and global perspectives on world language teaching policy and practice in K-12 and higher education
• The intersections of disability, language, school–parent partnerships, and education policy
• The historical and contemporary manifestation of raciolinguistic ideologies that frame the language practices of racialized communities
• How multilingual speakers use milimodal communication practices – such as gestures, laughter, actions, and learning materials – to resolve miscommunication
• How language, social interaction, institutions, and the Internet influence what students learn in schools
• The role of lanugage in all forms of learning

Our curriculum is designed to provide a solid foundation in linguistics and research methodology. Students customize their education by working with their advisor to choose electives from a wide range of course offerings from across the Penn campus. Introductory courses in language pedagogy and sociolinguistics are strongly encouraged for students with no background in these areas. 

For course descriptions and requirements, visit the  Educational Linguistics Ph.D. program in the University Catalog .

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

Sample courses

• Linguistics in Education                                                                              
• Sociolinguistics in Education                                                                      
• Language Diversity and Education                                                             
• Second Language Development    
• Genealogies of Race and Language in Educational Research 
• Issues in Second Language Acquisition                                        
• Phonology I
• Citizen Sociolinguistics
• Classroom Discourse and Interaction
• Approaches to Teaching English and Other Modern Languages
• Anthropology & Education
• Theories of Reading
• Language in Culture & Society

Our Faculty

"I got to work with inspiring scholars doing cutting-edge work. I saw firsthand the process of writing, submitting, and publishing a journal article. I had so many experiences that shaped me as a scholar and that I continue to draw on in my research and academic writing."

Our Graduates

The Educational Linguistics Ph.D. program prepares candidates for teaching and research careers in colleges and universities worldwide, as well as careers in government, community, and private organizations.

Alumni Careers

• Associate Professor, Columbia Teachers College
• Assistant Professor, Indiana University
• Associate Professor, Malmö University
• Associate Professor, University of Iowa
• Associate Professor and Chair, Adelphi University
• Director of Educational Programming and Research, Center for Cultural, Art, Training and Education (CCATE)
• Senior International Baccalaureate World Schools Manager
• Assistant Professor of TESOL and Applied Linguistics in the English Department, Illinois State University
• Research and Evaluation Supervisor, William Penn School District
• Lecturer in Language Studies, Brown University
• Founder/CEO, Brilliant Bilingual
• Associate Professor of Language Education and Urban Social Justice Learning & Teaching, Rutgers University
• Associate Professor of Teaching and Learning, The Ohio State University
• Assistant Professor of Anthropology and Linguistics, University of Illinois, Urbana-Champagne
• Assistant Professor of International Students, College of Charleston
• Assistant Professor of Linguistics, University of Louisville
• Assistant Professor, Culturally & Linguistically Diverse Education, University of Colorado, Denver
• Marie Skłodowska-Curie Postdoctoral Fellow

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.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. 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 Ed.D.
• Intercultural Communication M.S.Ed.
• Teaching English to Speakers of Other Languages (TESOL) M.S.Ed.

Related Topics

Department of Teaching and Learning, Policy and Leadership (TLPL)

Applied linguistics and language education, ph.d..

Applied Linguistics is an interdisciplinary field which investigates language-related real world questions. At the University of Maryland, the Applied Linguistics and Language Education (ALLE) Program is especially focused on research at the intersection of multilingualism and education. ALLE has a strong social justice, anti-racist orientation, and promotes theoretically and empirically rigorous research aimed at elevating the well-being of linguistically diverse students, families, schools, and communities. 

ALLE faculty research interests include dual language bilingual education (DLBE), language teacher development, language assessment policy, language contact and multilingualism, codeswitching, translanguaging, plurilingualism, language diversity, language in school contexts, language planning and policy, second language teaching, and sociocultural approaches to second language acquisition. ALLE faculty and doctoral students are primarily focused on language-related research in pre-kindergarten through high school settings. Although the program is open to students with a focus on international educational settings, most ALLE faculty and students focus on language-related concerns in the US context.

The program strives to create a social context on campus for effective researcher apprenticeship for doctoral students. ALLE PhD students are provided workspace on campus, and work as Teaching Assistants, Graduate Research Assistants, or Instructors in addition to taking courses. Students engage in collaborative work with faculty and other students, co-authoring publications and co-presenting at conferences. The program provides competitive financial support packages for all admitted students, generally including a combination of fellowship support and graduate student assistantships, with guaranteed support for four years. In some cases students receive support beyond four years by working on externally funded projects. The ALLE PhD Program is designed for full-time doctoral students.

ALLE faculty and doctoral students run an important center on campus called the Multilingual Research Center (MRC). The MRC is committed to promoting research and outreach related to multilingualism, multilingual communities, and the education of multilingual populations. It aims to increase the quality and number of TESOL, World Language, and dual language programs and teachers in Maryland, the nation, and the world through outreach, research, and service. The MRC uses its financial resources to support faculty and doctoral students in ALLLE with generous support to attend national and international conferences.  Learn more about the MRC .

The University of Maryland is the state's flagship university and one of the nation's preeminent public research universities. A global leader in research, entrepreneurship and innovation, the university is home to more than 37,000 students, 9,000 faculty and staff, and 250 academic programs. Its faculty includes three Nobel laureates, two Pulitzer Prize winners, and 49 members of the national academies. It is a member of the Association of American Universities and competes athletically as a member of the Big Ten Conference. The College of Education at the University of Maryland is consistently ranked as one of the country’s leading education schools by  US News . 

UMD is the nation’s premier institution for language-related research. It is home to over 200 language scholars and scientists in 17 different departments and centers. The campus-wide Maryland Language Science Center coordinates and creates opportunities for collaborations across disciplines and perspectives, and sponsors a wide range of talks, mini-conferences, and workshops. Students in the LLSI program are encouraged to take full advantage of program flexibility to draw on the university’s wide range of intellectual resources in this area.

Drew Fagan  (EdD, Teachers College, Columbia University): Influence of teacher talk on language learning opportunities in classroom discourse; conversation analysis and second/foreign language classroom interactions; factors affecting teachers; preparing mainstream teachers for working with English Language Learners. Dr. Fagan is Clinical Professor of Applied Linguistics and Language Education, and Coordinator of the TESOL and Dual Language Education Specialization in the EdD in School System Leadership Program.

Shenika Hankerson  (PhD, Michigan State University): African American Language; race, equity, language, and literacy; second language writing; language policies and language rights; critical discourse studies. Dr. Hankerson is Assistant Professor of Applied Linguistics and Language Education. 

Jeff MacSwan  (PhD, UCLA): Bilingualism; codeswitching, translanguaging; the role of language in schooling; language assessment policy. Dr. MacSwan is Professor of Applied Linguistics and Language Education, and Co-director of the Multilingual Research Center . 

Laura Mahalingappa  (PhD, The University of Texas at Austin): Teacher preparation and development for marginalized students; linguistically responsive pedagogy; first and additional language acquisition; critical language pedagogies; language awareness for teachers and learners. Dr. Mahalingappa is Associate Professor of Applied Linguistics and Language Education.

Melinda Martin-Beltrán  (PhD, Stanford University): Sociocultural approaches to second language acquisition focusing on dual language learners (ESOL students); peer interaction; language exchange; and teacher learning to build upon students’ linguistic and cultural diversity. Dr. Martin-Beltrán is Associate Professor of Applied Linguistics and Language Education. 

Sarah C. K. Moore  (PhD, Arizona State University): Language policy; equity and access for minoritized language communities; educator professional development and preparation around language teaching and learning; online and virtual educator preparation. Dr. Moore is Assistant Clinical Professor of Applied Linguistics and Language Education, and Coordinator of the Online Post-Baccalaureate Teaching English to Speakers of Other Languages (TESOL) Certificate Program.

Loren Jones  (PhD, University of Miami): Literacy and language instruction to support culturally and linguistically diverse students; writing development of English learners (ELs); translanguaging to promote literacy development; teacher preparation for working with ELs across content areas. Dr. Jones is Associate Clinical Professor of Applied Linguistics and Language Education, and Coordinator of Teaching English to Speakers of Other Languages (TESOL) Certification Programs.

Nihat Polat  (PhD, University of Texas at Austin): Applied linguistics; individual differences (e.g., motivation, identity) in additional language acquisition (e.g., writing, syntax) and pedagogy (e.g., SIOP); teacher education (e.g., cognition, dispositions); the education of minoritized multilingual learners (e.g., emergent bilinguals, Muslim students in the U.S.). Dr. Polat is Professor of Applied Linguistics and Language Education, and TLPL Department Chair. 

Megan Madigan Peercy  (PhD, University of Utah): Pedagogies of teacher education; preparation and development of teachers throughout their careers and as they work with language learners; theory-practice relationship in language teacher education; teacher collaborative relationships and learning. Dr. Peercy is Professor of Applied Linguistics and Language Education, Co-director of the Multilingual Research Center , and Special Assistant to the Provost for Strategic Initiatives. 

Alejandro Perez Belda (PhD, University of Iowa): World Language teacher preparation; Dual Language Bilingual Education (DLBE); Language Assessment Literacy (LAL); biliteracy development; assessment as a policy tool in bilingual education; Curriculum-Based Measures of Spanish reading (CBM-R) in bilingual education. Dr. Pérez is Assistant Clinical Professor of Applied Linguistics and Language Education, and Coordinator of the World Language/Dual Language Education Programs.

Kellie Rolstad (PhD, UCLA): Critical language awareness in teacher education; language of schooling; language variation; place-based language education; anti-bias language teaching; unschooling and linguistic social justice; multilingual learning through play; translanguaging/plurilingualism; democratic education. Dr. Rolstad is Associate Professor of Applied Linguistics and Language Education.  

Affiliated Faculty

Elisa Gironzetti  (PhD, Texas A&M University-Commerce; PhD, Universidad de Alicante): Applied linguistics; second language and heritage language pedagogy; instructional pragmatics; humor; multimodal discourse analysis. Dr. Gironzetti is Associate Professor in the UMD School of Languages, Literatures, and Cultures.

Francis M. Hult  (PhD, University of Pennsylvania; Docent, University of Jyväskylä): Discourse studies; educational linguistics; ethnography; language policy and planning; linguistic landscapes; multilingual education; nexus analysis; sociolinguistics; sustainability; and transdisciplinarity. Dr. Hult is Professor of Education at University of Maryland, Baltimore County.

Manel Lacorte  (PhD, University of Edinburgh): Applied linguistics; second language and heritage language pedagogy, teacher education, classroom interaction and contexts; sociopolitical issues in second language and heritage language teaching and learning. Dr. Lacorte is Professor of Spanish in the UMD School of Languages, Literatures, and Cultures.

Minglang Zhou  (PhD, Michigan State University): Chinese as a second/global language; bilingualism and bilingual education; language identity; language contact; the relationship between language, ethnicity, and nation-state in China. Dr. Zhou is Director of the Chinese Language Program and an Associate Professor of Chinese in the UMD School of Languages, Literatures, and Cultures.

Typically, applicants to the Applied Linguistics and Language Education (ALLE) program have completed a prior master’s degree in a related subject. However, a master’s degree is not required to apply. Students admitted with a previously completed master’s degree must complete 60 credits of coursework for the PhD. Students who do not have a master’s degree must complete an additional 10 credits. Students are encouraged to select courses in careful consultation with their academic advisor. 

After completing 48 credits of coursework (58 for students with no prior master’s degree) during the first three years, students complete a Comprehensive Exam  to advance to candidacy. The Comprehensive Exam is designed around a student’s proposed dissertation research topic and becomes part of the literature review for the dissertation proposal and final dissertation. While working on the dissertation, students are enrolled in an additional 12 credits of Dissertation Research .

Students complete six major components of coursework, as follows:

• TLPL794 Foundations of Educational Research I  (3 credits). Taken in the fall semester of the first year, TLPL794 is an introduction to the “contested terrain” of education research. It examines major conceptual, methodological and political issues embedded in efforts to carry out education research and focuses on the development of the analytic dispositions and communication skills required to carry out research that meets the variously defined quality, utility and significance standards of scholarship in the field.
• TLPL795 Foundations of Educational Research II  (3 credits). Taken in the fall semester of the second year, in TLPL795 students engage in the process of conceptualizing and completing a rigorous review of a section of literature in their area of specialization.
• Breadth Requirement (3 credits). Students are required to take one doctoral level course outside of the ALLE area within TLPL, such as Literacy Education, Urban Education, Education Policy, Teacher Education, Technology, or another TLPL area.
• TLPL740 Language and Education  (3 Credits). Historical and current perspectives on language and ideology; multilingualism, language contact, translanguaging theory. Offered every other Spring, odd years. Jeff MacSwan
• TLPL743 Teaching English Language Learners: Current and Future Research Directions  (3 credits). Research on the preparation of generalists and specialists teaching English Language Learners. Current research and future research directions. Offered every other Fall, odd years. Megan Madigan Peercy
• TLPL744 Research Foundations of Second Language Education: Examining Linguistically Diverse Student Learning  (3 credits). Critically examines theories of second language acquisition and research in applied linguistics relevant to linguistically diverse students and learners of English as an additional language. Analysis of research from linguistic, psycholinguistic, sociolinguistic and sociocultural perspectives, with an emphasis on the social contexts of second language learning and teaching. Offered every other Spring, odd years. Melinda Martin-Beltrán
• TLPL788C Linguistic Diversity in Schools and Communities (3 credits). Language variation in school settings, linguistic deficit theory, and linguistic social justice. Offered every other Spring, even years. Kellie Rolstad
• TLPL788P Black Language and Culture  (3 credits). History and evolution of Black Language (BL) from a linguistics perspective; BL and culture, geography, gender, sexuality, identity, ideologies, racism, and discrimination. BL and anti-Blackness in societal, educational, and global contexts. Offered every other Spring, even years. Shenika Hankerson 
• TLPL788V Sociolinguistics  (3 credits). Overview of foundational and contemporary topics in sociolinguistics including linguistic variation, language and identity, language and gender, multilingualism, language ideology, raciolinguistics, language planning, language socialization, and language contact and change. Sociolinguistic assumptions, concepts, concerns, theories, and analytic methods. Offered every other Fall, even years. Laura Mahalingappa
• One quantitative methods course at or above the level of EDMS 646 (General Linear Models 1) or TLPL 692 (Statistical Literacy for Education Research). 
• One 600-level, 700-level, or 800-level qualitative methods course aimed at doctoral students, at the introductory or advanced doctoral level (e.g., TLPL791). 
• Two more research methods courses from advanced qualitative, quantitative, and/or mixed methods, or Discourse Analysis (TLPL793 offered every other Spring, odd years). 
• TLPL788I Language Policy and Education  (3 credits) .  Introduces students to the broad field of Language Policy as it relates to systems of schooling and education. Language Policy concerns issues of power and the often implicit, systemic marginalization of non-‘majority’ language speakers and communities in schools and through schooling. Offered every other Fall, odd years. Sarah CK Moore
• While working on the dissertation, students will enroll in 12 credits of  Dissertation Research .

The Comprehensive Exam .  Students write a comprehensive exam after the fourth or fifth semester of their program, often in the intervening summer.  The comprehensive exam provides an opportunity for students to review a body of literature relevant to their developing dissertation project interest. The comprehensive exam is evaluated according to a rubric by at least two program faculty.  View Comprehensive Exam Rubric .

The Dissertation Proposal . Typically done the third year, students work closely with an advisor to develop a detailed research plan for the dissertation, called a Dissertation Proposal. The proposal presents a rationale for the study, prior relevant research, and details about the research plan, and generally builds on the work completed for the Comprehensive Exam.  A dissertation committee meets with the student for a Proposal Defense before moving on to the dissertation research.

The Dissertation .  Students produce a final dissertation based on the research plan developed in the Dissertation Proposal.  The results of the study are presented at a Dissertation Final Defense with the student’s dissertation committee.  Family members and other members of the public are welcome to attend.

Review the Graduate College Application Process to learn more about how to apply. The ALLE PhD Program is part of the Teaching and Learning, Policy and Leadership (TLPL) PhD Program; review the program-specific requirements and deadline here . Note that the University of Maryland will waive the $75 application fee for eligible students; learn more about that here .

Applicants to the ALLE PhD Program typically have completed a master’s degree in a related subject. However, a master’s degree is not required.

ALLE PhD Program faculty advisors include Shenika Hankerson, Jeff MacSwan, Laura Mahalingappa, Melinda Martin-Beltrán, Nihat Polat, Megan Madigan Peercy, and Kellie Rolstad. For fall 2025, Professors MacSwan, Mahalingappa, Martin-Beltrán, Peercy, and Rolstad will consider accepting new PhD students.

After reading the available online resources, if you have questions about how to navigate the application process in TLPL, contact Kay Moon , the Graduate Program Coordinator, for help. For information about academic matters, contact an ALLE PhD Program faculty advisor.

When you fill out your application online, select Degree as the Application Type and Doctoral as the Level of Study. Then, for Intended Program of Study, select the Teaching and Learning, Policy and Leadership (TLPL) PhD . For Area of Interest 1, Select Language, Literacy, and Social Inquiry (LLSI), and for Area of Interest 2 select Applied Linguistics and Language Education (ALLE). Leave Area of Interest 3 blank .

You can list the names of specific faculty members you would like to work with as your advisor under Faculty of Interest. It’s important to be well informed about the research interests of faculty you may like to work with. You can read their brief bios here and search for their publications online. Read their work for a deeper understanding of their research and interests. Select Add Another to list more than one faculty member. It’s okay to reach out to ALLE PhD Program faculty who are accepting new students to express an interest in working with them, but it’s not necessary to do so. The ALLE doctoral faculty will carefully review your application packet after the application deadline, and take that opportunity to learn about your accomplishments, promise, and interests.

While the program faculty will carefully consider all elements of your application, your Statement of Purpose (SOP) is very important. In your SOP for the ALLE PhD Program, you should describe your personal journey and how you came to focus on applied linguistics and language education; we encourage you to talk about your professional preparation and lived experiences here, but pay especially close attention to how you have developed intellectually up to now, and how your current research interests are well suited to the ALLE Program at UMD. In your SOP, you can explain why a particular faculty member’s research appeals to you, and why you think working with them would further your academic and intellectual growth as an ALLE PhD student. Feel free to talk about more than one faculty member you might like to work with, if admitted. Be sure to mention any other relevant background, such as your experience learning additional languages. Also indicate how getting a PhD will fit into your overall life professional goals and plans. The online application's instructions suggest a word count of 1000-2000 for the SOP.

In addition to the SOP, UMD also asks you to write a Statement of Personal Experiences in a separate document (100-300 words) to give you the opportunity to discuss how your lived experiences, including those outside of your academic experiences, resulted in a positive outcome that helped prepare you for this stage in your life. For advice on how to prepare these statements, read the Guidance on Statement of Purpose & Personal Experience Prompts .

The application requires three letters of recommendation. These letters should mostly be from university faculty who know you well and can speak to your academic talents. But you can also include a letter from a professional contact such as a school principal if you like.

TLPL and ALLE hold an Open House event for prospective students. For fall 2025 applications, the Open House will be held on October 11, 2024. Look for an announcement on the department website, or check in with Kay Moon, the Graduate Program Coordinator ( [email protected] ), for more information.

College of Education and Human Development

Department of Curriculum and Instruction

Multilingual education PhD

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

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

Quote from Zhongkui Ju, PhD 2019

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

PhD curriculum

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

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

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

Research opportunities

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

Examples of recent student dissertations:

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

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

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

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

Language instructors learning together: lesson study in higher education

Career outlook

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

Augsburg College

Colby College

Hamline University

Indiana University

Minnesota State Universities

Monterey Institute of International Studies

New York University

Osaka University Japan

University of Alberta

University of Iowa

Warsaw University

Martha Bigelow Martha Bigelow

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

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

Blanca Caldas Chumbes Blanca Caldas Chumbes

• Associate Professor
• [email protected]

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

Samuel David Samuel David

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

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

Mary Hermes Mary Hermes

• 612-624-3082
• [email protected]

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

Kendall King Kendall King

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

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

Karla Stone Karla Stone

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

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

How to apply

Application deadline and instructions.

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

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

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

*Please note, in application portal degree will be listed as 'Curriculum and Instruction - Second Language Education' 

Tuition and funding

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

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

Application requirements

What we look for.

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

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

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

Required application documents

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

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

Required written statements

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

Additional admissions information

Application checklist.

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

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

Transfer credits

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

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

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

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

International applicants

International applicants may also need:

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

Request information

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

Department of Languages, Cultures & Applied Linguistics

Dietrich college of humanities and social sciences, discover the applied linguistics & second language acquisition ph.d. program, the primary goal of this program is to educate and prepare future researchers and leaders in the field of applied linguistics & second language acquisition (alsla)..

Program graduates will have developed a strong interdisciplinary approach to the investigation of the development, use, and maintenance of second languages, along with the knowledge and skills needed to conduct high-quality empirical investigations. They will learn to critically integrate old and new knowledge to produce real-world applications in the areas of language teaching, language learning, language policy, and language maintenance.

Apply for the Ph.D. program

"In this Ph.D. program, I not only learned how to answer, but also ask questions of significance to researchers from a broad range of backgrounds and disciplines. CMU truly prepared me for a life in academia where my knowledge and research skills would be valued, no matter where I ended up." — Daniel Walter (DC 2015)

Apply for the Ph.D. Program

• Admission & Application Information
• Application Portal

Attend a Virtual Info Session

Learn more about the Ph.D. in Applied Linguistics & Second Language Acquisition at our upcoming virtual info session.

October 22, 2024 8:00-9:00 p.m. (ET) register today

About the Program

Program faculty.

Current Students

Program Requirements

The Ph.D. in Applied Linguistics & Second Language Acquisition follows a four-year timeline. 

Learn More About the Ph.D. Requirements

Characteristics of the Program

Commitment to cross-linguistic and cross-cultural factors in second  language learning . Students carry out research in the context of multiple languages. Admission to the program requires advanced proficiency in Arabic, Chinese, French, German, Italian, Japanese, Russian, Spanish, or English as a second language.

Interdisciplinary focus linking cognitive sciences, linguistics, social  sciences, cultural studies, and education . Students work with faculty in Modern Languages, English, Philosophy, and Psychology in the Dietrich College of Humanities and Social Sciences; faculty in the Language Technologies Institute of the School of Computer Science; and faculty at the University of Pittsburgh in the departments of Linguistics and Instruction & Learning, and the Learning Research and Development Center (LRDC).

Active apprenticeship within a community of researchers . Beginning in the first year, students engage in hands-on research training and mentoring through collaboration with faculty.

Individualized course of study that builds on the student's prior  knowledge and experience . Students gradually assume greater control and responsibility over their research activities and course work, culminating in the dissertation.

Featured ALSLA News

Ph.d. students granted 2024-25 dietrich fellowships, airemionkhale named 2024 dietrich college scholar, devon renfroe awarded fulbright for research in south korea, alumna tianyu qin supports intercultural growth, alumnus dan walter pursues interdisciplinary research in second language acquisition, uju anya receives new directions fellowship, contact information, senior departmental administrator.

Vera Lampley Department of Modern Languages Carnegie Mellon University 5000 Forbes Avenue Pittsburgh, PA 15213

Director of Applied Linguistics & Second Language Acquisition Ph.D. Program

Seth Wiener Department of Modern Languages Carnegie Mellon University 5000 Forbes Avenue Pittsburgh, PA 15213

View a full list of our  Frequently Asked Questions (FAQs) .

If you cannot find the answer to your question on our website, please contact [email protected] .

• Literacy and Language Education

Doctor of Philosophy (PhD)

Advance Your Career

The Literacy and Language doctoral program is a research-oriented program culminating with a dissertation. The program focuses on the development of a core knowledge base, with additional coursework to supplement and extend that knowledge base. Working with the advisor and advisory committee, doctoral students have the ability to create this core knowledge base by tailoring their program of study to individual interests and needs. This flexibility and individualization is an important component of the Ph.D. program.

This residential program has rolling admission . Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “ Admissions ” tab.

Application Deadlines

December 1 is the deadline for applications for the Fall semester.

Program at a Glance

• Major/Department: Curriculum and Instruction
• Research Area: Literacy and Language Education
• Degree Objective: Doctor of Philosophy (PhD)
• Program Delivery: Residential
• Does this program lead to licensure? * No , this is a non-licensure program

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Applicants with a minimum of three years teaching experience in public or private school classrooms are favorably regarded. Direct experience in the teaching of literacy at the elementary and/or secondary level is preferred.

Students entering the Literacy and Language doctoral program must have an earned master’s degree that fulfills the core requirements found in the Purdue master’s program or complete these core requirements during doctoral study.

The Literacy & Language Education doctoral program requires courses that focus on research and specific cluster areas according to students’ interests. The program typically requires a four year commitment for completion beyond the master’s degree, with a minimum of 60 hours additional credit required beyond master’s study. The following links list and describe the required coursework:

Curriculum and Instruction Foundations Core

15 credit hours

• EDCI 50000: Foundations of Literacy
• EDCI 58000: Foundations of Curriculum
• EDCI 58500: Multicultural Education
• EDPS 53000: Advanced Educational Psychology
• EDPS 53300: Introduction to Educational Research I: Methodology

Curriculum and Instruction Research Core

Minimum of 12 credit hours

• EDCI 61500: This course provides a foundation for understanding the philosophical and theoretical underpinnings and procedures used in conducting qualitative research.
• STAT 50100 or 51100: Introduction to Statistics. This course provides a foundation for understanding and applying basic concepts of descriptive and inferential statistical research design and analysis. PSY 60000 and SOC 58100 are also acceptable research courses. Consult with your major professor to choose the course most appropriate for your program of study.
• Qualitative research courses include EDCI 61600: Advanced Qualitative Research Methods in Education, COM 58300: Research And Assessment In Organizational Communication, ANTH 51900, ANTH 56500, ANTH 60500, SOC 60900
• Quantitative research courses include STAT 50200, STAT 51200, PSY 60100
• EDPS 63000: Research Procedures in Education is taken when students are ready to write their dissertation proposal. This course focuses on the design and presentation of educational research. Seminars which focus on qualitative or quantitative studies are offered under the same course number. Students should elect the option that is most suited to their research interests.
• Theoretical or mixed methods research courses include EDCI 62000: Seminar in Mathematics Education; EDCI 67300: Issues and Methods in Educational Technology Research; ANTH 60500: Seminar in Ethnographic Analysis; ENGL 61800: Research Design; ENGL 62400: Rhetorical History and Theory; ENGL 62500: Empirical Research on Writing; ENGL 63200: Critical Theory; ENGL 68000: Qualitative Research Methods; STAT 51400: Design of Experiments

Literacy & Language Education Cluster Areas

The Literacy and Language doctoral program is currently organized around three different cluster areas: English Language Learning (ELL), Literacy and Human Development, and English Education. Students typically focus their program of study in one cluster area, with a minimum of 12 credit hours from the selected area. However, as students develop their individual program of study with their major professor, students may take courses from any cluster area.

Cluster Area 1: English Language Learning (ELL)

Required courses for the ELL Cluster:

• EDCI 51900: Teaching Learners of English as a New Language
• EDCI 52600: Language Study for Educators
• EDCI 53000: English Language Development
• EDCI 55700: Assessment of Culturally and Linguistically Diverse Students
• EDCI 55900: Academic Language and Content Area Learning

Other possible courses are offered through the Second Language/ English as a Second Language Graduate Program in the Department of English. These include the following:

• ENG 51600: Teaching English as a Second Language: Theoretical Foundations
• ENG 51800: Teaching English as a Second Language: Principles and Practices
• ENG 62900: Seminar in English as a Second Language
• ENG 63000: Seminar in Second Language Writing

Cluster Area 2: Literacy and Human Development

In addition to EDCI 50000 (Foundations of Literacy), three of the following courses are required for the Literacy and Human Development Cluster:

• EDCI 50100: Problems in Literacy Acquisition: Evaluation and Instruction
• EDCI 50400: Children’s Literature as Semiotic, Developmental Resource
• EDCI 61400: Literacy and the Development of Young Children (online)
• EDCI 61200: Seminar in Literacy. Possible seminar topics include: Literacy Research Methodologies, Bilingualism and Multilingualism

Cluster Area 3: English Education (Secondary)

Suggested courses for the English Education Cluster:

• EDCI 50200: Reading in Middle and Secondary Schools
• EDCI 50900: Writing in Middle and Secondary Schools
• EDCI 55100: Young Adult Literature
• EDCI 59500: Advanced Studies in English Education
• EDCI 61300: Seminar in English Language Arts
• EDCI 62300: Seminar in Genre Studies

Topic Seminars

Two variable topic seminars are also offered and may be repeated for credit by graduate students during their programs.

• EDCI 61200: Seminar in Literacy. Recent topics include: The Development of Academic Language in the Content Areas; An Introduction to Systemic-Functional Linguistics; Teacher Education for Social Justice
• EDCI 61300: Seminar in English Language Arts. Recent topics include: Teacher Research; Classroom Discourse Analysis; Teaching Bodies; The Reflective Teacher; Young Adult Literature and Identity

In addition to a submitted application (and any applicable application fees paid), the following materials are required for admission consideration, and all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

A completed master’s degree is required prior to admission.

Application Requirements

Here are the materials required for this application

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

How to Apply

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Curriculum and Instruction
• Please select an Area of Interest: Literacy and Language Education
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

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• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Mathematics Education
• Science Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Leadership and Policy Studies
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

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Breanya hogue, tara star johnson, melanie kuhn, fay mentzer, patricia morita-mullaney, jennifer renn, brenda sarmiento-quezada, ofelia castro schepers, christy wessel powell, wayne e. wright, questions contact the office of graduate studies at [email protected] ..

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)
• Ph.D. Student Handbook (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.

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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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Language Education and Multilingualism PhD

Graduate school of education, program description.

The Language Education and Multilingualism PhD program provides a comprehensive background in theory, practice and research, for those who aspire to academic appointments in colleges/universities, or leadership roles in school systems. Graduates of this program are prepared for research, teaching and administrative posts in colleges and universities, and for positions of educational leadership in the schools, or in state education departments. This programs consists of a minimum of 72 credit hours of study beyond the baccalaureate degree and culminates in a dissertation.

Renad Aref 366 Baldy Hall Buffalo, NY 14260 Email: [email protected] Phone: 716-645-2110

Instruction Method

• In Person   (100 percent of courses offered in person)

Full/Part Time Options

Credits required, time-to-degree.

• 4 to 5+ Years

Application Fee

This program is officially registered with the New York State Education Department (SED).

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Doctor of Philosophy in Teaching and Learning, Multilingual Language Education

Multilingual Language Education encompasses Teaching English to Speakers of Other Languages (TESOL), World Languages and Bilingual Education. The PhD in MLE has a deep commitment to and vision of education that embraces linguistic justice, diversity, and equity across local, national and international contexts. Through research, teaching and outreach, our faculty collaborate with multilingual learners and their teachers in P-12 schools and other educational contexts in Ohio and various international settings. MLE students engage in research from multiple theoretical and methodological perspectives that addresses issues that affect multilingual students and language educators.

Students who began the T&L PhD program in AU24 or prior should follow the curriculum of one of the 8 areas of study associated with the PhD program prior to its redesign. This specialization only pertains to students who began in AU25, or, those who began prior and have already discussed and executed a specialization change with their faculty advisor. If you have any questions regarding which plan of study is most appropriate for you, please consult with your faculty advisor.

Funding Opportunities

Key to teaching, research and learning in the college, associateships provide students with professional experience and financial support.

These financial awards are made by Ohio State to students based on academic merit through a university-wide competition.

The college annually awards scholarships to its students to support their academic goals.

Degree Requirements

Program start

Autumn Semester

Deadline to apply

Minimum Program hours

(30 of which can be transferred from the student’s Master’s degree)

View Multilingual Language Education (TCHLRN-PH-MLE) Curriculum Sheet

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Application checklist

View application checklist