phd in language learning

You are using an outdated browser. This website is best viewed in IE 9 and above. You may continue using the site in this browser. However, the site may not display properly and some features may not be supported. For a better experience using this site, we recommend upgrading your version of Internet Explorer or using another browser to view this website.

- Download the latest Internet Explorer - No thanks (close this window)

Penn GSE Environmental Justice Statement
Philadelphia Impact
Global Initiatives
Diversity & Inclusion
Catalyst @ Penn GSE
Penn GSE Leadership
Program Finder
Academic Divisions & Programs
Professional Development & Continuing Education
Teacher Programs & Certifications
Undergraduates
Dual and Joint Degrees
Faculty Directory
Research Centers, Projects & Initiatives
Lectures & Colloquia
Books & Publications
Academic Journals
Application Requirements & Deadlines
Tuition & Financial Aid
Campus Visits & Events
International Students
Options for Undergraduates
Non-Degree Studies
Contact Admissions / Request Information
Life at Penn GSE
Penn GSE Career Paths
Living in Philadelphia
DE&I Resources for Students
Student Organizations
Career & Professional Development
News Archive
Events Calendar
The Educator's Playbook
Find an Expert
Race, Equity & Inclusion
Counseling & Psychology
Education Innovation & Entrepreneurship
Education Policy & Analysis
Higher Education
Language, Literacy & Culture
Teaching & Learning
Support Penn GSE
Contact Development & Alumni Relations
Find a Program
Request Info
Make a Gift
Current Students
Staff & Faculty

Search form

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.

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.

Related News & Research

Penn GSE affordability expert offers takeaways on the new FAFSA

A graphic of a divided United States map in blue and red, with silhouetted figures in the foreground against a gradient background.

Zimmerman discusses divergent laws creating different curriculum in red and blue states in “Washington Post”

Penn GSE Associate Professor Amalia Daché

With Project SHARPE, Penn GSE’s Daché documents reparations in higher ed

Robert zemsky gives his vision for three-year college programs.

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.

Department Chair

Gregory Hickok [email protected]

Graduate Director

Richard Futrell [email protected]

Graduate Advisor

Jennifer Gerson [email protected] 949.824.4074

connect with us

Graduate School of Education
Academic Programs
UB Directory
Department of Learning and Instruction >
Academics >
Doctoral Degrees >

Language Education and Multilingualism, PhD

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

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

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

Program Overview

Program coursework.

Your program of study requires 72 credit hours:

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

Application Requirements

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

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

Submit your completed online application, which includes:

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

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

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

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

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

If accepted, you will need to upload 3 documents to qualify for the in-state tuition rate. See Required Documents for Residency Application for more information.

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

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

Program Faculty

Tasha Austin

Assistant Professor Learning And Instruction

505 Baldy Hall Buffalo, NY 14260 Buffalo, NY 14260

Phone: 716-645-2455

Email: [email protected]

Janina Brutt-Griffler

Professor Learning And Instruction

562 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4066

Email: [email protected]

Erin Kearney

Associate Professor Learning And Instruction

554 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4058

Email: [email protected]

Lilliam M. Malave Lopez

553 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4060

Email: [email protected]

Lynne R. Yang

Clinical Associate Professor Learning And Instruction

586 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-3502

Email: [email protected]

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

Questions About the Admission Process?

Office of Graduate Admission

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

Chat with a Student Ambassador

Utility Menu

Department of Linguistics

Ph.d. program.

The main components of the Linguistics Ph.D. program are as follows:

Course Requirements
Language Requirement
Generals Papers
Dissertation
Extra Funding Availability

All requirements, including two generals papers, should ideally be completed by the end of the third year, but in no case later than the end of the fourth. The dissertation prospectus is due on October 15 of the fall term of the fourth year. Failure to meet program requirements in a timely fashion may result in termination of candidacy.

First-year students are advised by the Director of Graduate Studies (DGS) until they select a major field from the regular departmental faculty. Thereafter, progress toward completion of the Ph.D. requirements continues to be monitored by the DGS, but primary responsibility for overseeing study shifts to the major advisor. Students are free to change their major advisor at any time. By the end of the second year they should also select a co-advisor, who serves as a secondary advisor and faculty mentor.

Harvard Linguistics Graduate Student Handbook

Progress to the Degree (updated 7/1/2015)

A B+ average must be maintained in each year of graduate study. Grades below B- cannot be counted toward departmental requirements; two grades below B- in required courses will result in termination of candidacy. Ordinarily, a grade of Incomplete can only be converted into a letter grade if the work is made up before the end of the following term. No grade of Incomplete can be used to satisfy a departmental requirement. No two programs of study are alike, but students should typically plan to complete the requirements for the degree according to the timetable below. Departures from this schedule must be approved by the main advisor and the Director of Graduate Studies. Years G1 and G2: Course requirements are satisfied. By the end of the G2 year, the first generals paper should be well underway. Year G3: Teaching duties begin. The first generals paper should be defended before the end of the fall term, and the second generals paper by the end of the spring term. Year G4: Teaching duties continue. A thesis prospectus, naming a dissertation committee, is due on October 15 of the fall term; the committee must be chaired or co-chaired by a member of the Department of Linguistics and must include at least two members of the Faculty of Arts and Sciences. Dissertation Completion Fellowship applications are due at midyear. Year G5: The thesis is completed and defended in the spring.

A.M. Degree (updated 7/1/2015)

Graduate students who have completed two years of residence, who have fulfilled all the course requirements and language requirements for the Ph.D., and who have successfully defended one Generals paper, are eligible to petition for a Master’s (A.M.) degree.

Note that there is no master’s program in Linguistics.

Courses 2023-24 AND Fall 2024
Undergraduate
Generals Papers (updated 7/1/2015)
Extra Funding
Secondary Fields
Recent Dissertation Titles
Financial Aid

Course Descriptions

Full course descriptions, fall 2024 courses are subject to change, fall 2024 courses, fall 2024 course schedule, fall 2024 asl course schedule, fall 2023 courses, fall 2023 course schedule, spring 2024 courses, spring 2024 course schedule, american sign language (asl) at harvard.

Doctor of Philosophy (PhD) in Literacy and Language Education

Graduate Programs

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.

December 1st is the deadline for consideration for Fall admission for this residential program. Applications must be fully complete, submitted, and all application fees paid prior to the deadline in order for applications to be considered and reviewed.

*Those applicants interested in being considered for any available PhD funding should submit completed applications by December 1 for the following Fall semester.

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.

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 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.

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

Program Requirements

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 (minimum of 12 credit hours)

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

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
Ackerman Center
Serious Games
CnI Online Fac
Curriculum Studies
Education for Work and Community
Elementary Education
English Education
English Language Learning
Learning Design and Technology
Literacy and Language Education
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

Janet Alsup

Helen bentley, breanya hogue, tara star johnson, tiffany karalis noel, melanie kuhn, patricia morita-mullaney, jennifer renn, brenda sarmiento-quezada, ofelia castro schepers, christy wessel powell, wayne e. wright, application procedure.

Course Registration, payment, drops/withdraws, and removing holds: [email protected] Career accounts: ITaP (765) 494-4000

Skip to Content
Catalog Home
Second Language Acquisition, Ph.D.

Second language acquisition (SLA) is the systematic study of learning, using, and sometimes losing any form of language beyond the mother tongue. SLA is a burgeoning research field because today there are more people on the planet who use at least two languages than there are monolinguals. For individual learners and for every community in diaspora, second language acquisition is an experience that challenges their knowledge of language, their understanding of different cultures, and their personal identities. The experiences and challenges surrounding SLA are studied by scholars whose training is in a variety of fields—linguistics, psychology, sociology, education, anthropology, and communication arts—a variety that makes the study of SLA richly interdisciplinary.

The Ph.D. Program in Second Language Acquisition at the University of Wisconsin–Madison is a rigorous interdisciplinary academic program that embodies the university’s mission to foster the study of globally important issues. In their coursework, students in the program learn from and collaborate with experienced and distinguished faculty in many departments and, through their original dissertation research, students generate and contribute new knowledge to the field. Students develop a thorough understanding of the scope of SLA as a field of inquiry, and develop and refine research skills that will serve them as they define and pursue their own research agenda. A Ph.D. in SLA opens the door to scholarly and professional careers as university faculty, directors of foreign language programs, educational policy makers, and multilingual specialists.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

The Ph.D. Program in SLA requires a master's degree in a foreign language, English, applied linguistics, linguistics, or education. Please refer to the SLA website for application deadlines, required application materials, and required modes of submitting these materials. In addition, general requirements for admission stipulated by the graduate school (e.g., evidence of English proficiency for certain international students) apply.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid. Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Students in the SLA program, depending on their qualifications, may receive financial support through several departments, programs, and institutes. Students with a background in foreign language or English teaching may work as graduate teaching assistants (TAs) in departments in which those languages are taught. Other students work as graduate project assistants (PA) for the Language Institute or other units on campus. In addition to these TA and PA positions, select SLA students receive university fellowships (including the Advanced Opportunity Fellowships) upon entry into the program or when working on their dissertations. If they meet the specific eligibility criteria, students may also compete, with the program’s support, in other grant and fellowship competitions, such as Foreign Language and Area Studies (FLAS) Fellowships. Additional funding opportunities are included in the information for current students on the SLA website .

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

MODE OF INSTRUCTION

Mode of instruction definitions.

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules. Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats. Contact the program for more specific information.

Online: These programs are offered 100% online. Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

CURRICULAR REQUIREMENTS

Required courses.

Students take a minimum of 9 dissertation credits (three semesters); in most cases four or more semesters of enrollment in dissertator credits is likely. Students enroll in dissertator credits in their advisor's department and will likely need to obtain authorization from the department to register. An advisor, under certain circumstances, may permit the student to replace the 3 dissertation credits with another 3-credit graduate course that directly supports the dissertation.

Graduate School Policies

The Graduate School’s Academic Policies and Procedures provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate work from other institutions.

With program approval, students are allowed to count up to 6 credits of graduate coursework from other institutions. Coursework earned ten years or more prior to admission to the SLA Program is not allowed to satisfy requirements.

In addition, typically, students with prior graduate coursework at UW-Madison may only count up to 6 credits toward the SLA Program.

UW–Madison Undergraduate

Prior coursework from the UW–Madison undergraduate career may not be applied toward the program.

UW–Madison University Special

Prior coursework from the UW–Madison University Special student career may not be applied toward the program.

Those students not meeting satisfactory progress requirements (found in the Graduate Program Handbook) may be put on probation for a semester.

ADVISOR / COMMITTEE

Students are required to meet with their advisor at least once each semester to review their progress, select courses, and to discuss any outstanding issues or questions.

CREDITS PER TERM ALLOWED

Time limits.

Students must submit plans for completing the emphasis requirement and the language requirement for approval by the steering committee within their first year of the program.

Students typically complete all of the coursework requirements within two years of enrolling in the Program. Students are required to complete all coursework and fulfill the language requirement before taking the preliminary examinations.

Students must take the preliminary examination within one semester of completing coursework.

Graduate School regulations require Ph.D. candidates to defend their dissertation five years from the date of passing their preliminary examinations.

grievances and appeals

These resources may be helpful in addressing your concerns:

Bias or Hate Reporting
Graduate Assistantship Policies and Procedures
Office of the Provost for Faculty and Staff Affairs
Dean of Students Office (for all students to seek grievance assistance and support)
Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
Office of Student Conduct and Community Standards (for conflicts involving students)
Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
Title IX (for concerns about discrimination)

Students should contact the department chair or program director with questions about grievances. They may also contact the L&S Academic Divisional Associate Deans, the L&S Associate Dean for Teaching and Learning Administration, or the L&S Director of Human Resources.

Students in the SLA program are typically funded through campus teaching assistantships, project assistantships or through fellowships. Contact the program for more details.

Take advantage of the Graduate School's professional development resources to build skills, thrive academically, and launch your career.

Students in the SLA program benefit from a variety of professional development opportunities organized by students, faculty, and staff. A speaker series offers students the chance to interact with top scholars in the field. In addition, the program organizes workshops in such topics as designing research, publishing, and preparing to go on the job market. An annual graduate student symposium, organized in partnership with students in related programs on campus and other institutions, allows students to gain professional experience organizing a conference and presenting their research before audiences of peers and faculty members from the three institutions and across the country. In addition, Summer Research Partnerships provide opportunities for core faculty and students to work collaboratively on research projects. These collaborations have led to conference presentations and/or co-authored journal publications.

Demonstrate a strong overall understanding of the scope of the discipline of SLA (e.g., the theories on which research in the field is based; the types of questions that researchers in SLA address; and the variety of techniques used to answer these questions). Demonstrate an in-depth understanding of theories and research findings related to their focal areas of interest.
Develop an original research plan that advances a specific area of SLA. Retrieve, evaluate, and interpret academic publications, and use this information to identify a gap in the extant research and to develop theoretical frameworks and research designs for their own research projects. Learn to design realistic and feasible research projects and to prepare necessary protocols.
Collect data following relevant protocols and analyze/interpret the resulting data. Reflect on the procedures and results of their own projects to identify strengths, limitations, and implications.
Develop skills for disseminating their research in a variety of professional venues and domains through both presentations and manuscript preparation.
Participate in and communicate effectively as members of a professional community. Seek opportunities to engage in service to the program, the university and/or the wider community.

SLA Steering Committee - The interdisciplinary SLA Steering Committee is comprised of members from the units listed below.

African Cultural Studies: Professor Katrina Thompson

Asian Languages and Cultures: Associate Professor Naomi Geyer, Associate Professor Byung-Jin Lim and Professor Junko Mori

Curriculum and Instruction: Professor Margaret Hawkins, Associate Professor Mariana Pacheco, Assistant Professor Diego Roman, Professor Francois Tochon and Professor Kate Vieira

English: Assistant Professor Jacee Cho

French and Italian: Associate Professor Heather Allen

German, Nordic, and Slavic: Professor Monika Chavez and Professor Karen Evans-Romaine

Language Institute: Director Dianna Murphy

Spanish and Portuguese: Associate Professor Cathy Stafford

Staff: Kristin Dalby (Graduate Coordinator) and Skender Jahiu (Financial and Payroll Specialist)

Requirements
Professional Development
Learning Outcomes

Contact Information

Language Institute College of Letters & Science sla.wisc.edu

Jana Martin, Graduate Coordinator [email protected] 608-890-4585 1322 Van Hise Hall, 1220 Linden Drive Madison, WI 53706

Katrina Daly Thompson, Director of Graduate Studies [email protected] 1464 Van Hise Hall, 1220 Linden Drive Madison, WI 53706

Graduate Program Handbook View Here

Graduate School grad.wisc.edu

/pdf/
Explore Graduate Opportunities
Explore UW-Madison's Undergraduate Opportunities
Accounting and Information Systems
African American Studies
African Cultural Studies
Agricultural and Applied Economics
Agricultural and Life Sciences - College-Wide
Animal and Dairy Sciences
Anthropology
Art History
Asian Languages and Cultures
Atmospheric and Oceanic Sciences
Bacteriology
Biochemistry
Biological Systems Engineering
Biomedical Engineering
Biostatistics and Medical Informatics
Business - School-Wide
Cell and Regenerative Biology
Chemical and Biological Engineering
Chicana/o and Latina/o Studies
Civil and Environmental Engineering
Civil Society & Community Studies
Classical and Ancient Near Eastern Studies
Communication Arts
Communication Sciences and Disorders
Community and Environmental Sociology
Computer Sciences
Counseling Psychology
Curriculum and Instruction
Educational Leadership and Policy Analysis
Educational Policy Studies
Educational Psychology
Electrical and Computer Engineering
Engineering - College-Wide
Food Science
Forest and Wildlife Ecology
French and Italian
Gaylord Nelson Institute for Environmental Studies
Gender and Women's Studies
German, Nordic, and Slavic
Graduate - School-Wide
Horticulture
Human Ecology - School-Wide
Industrial and Systems Engineering
Information School
Institute for Clinical and Translational Research
Institute for Regional and International Studies
Integrative Biology
Journalism and Mass Communication
Kinesiology
La Follette School of Public Affairs
Second Language Acquisition, Doctoral Minor
Language Sciences
Law - School-Wide
Life Sciences Communication
Management and Human Resources
Materials Science and Engineering
Mathematics
Mead Witter School of Music
Mechanical Engineering
Medical Physics
Medicine and Public Health - School-Wide
Nuclear Engineering and Engineering Physics
Nursing - School-Wide
Nutritional Sciences
Operations and Information Management
Pharmacy - School-Wide
Planning and Landscape Architecture
Plant Pathology
Political Science
Population Health Sciences
Real Estate and Urban Land Economics
Rehabilitation Psychology and Special Education
Religious Studies
Risk and Insurance
Sandra Rosenbaum School of Social Work
Soil Science
Spanish and Portuguese
Veterinary Medicine - School-Wide
Nondegree/Visiting Student Guide
Pharmacy Guide
School of Medicine and Public Health Guide
Undergraduate Guide
Veterinary Guide

Connect with Pitt Education

PhD in Language, Literacy, and Culture

Two students talking together about literacy in a classroom

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

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

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

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

Request Info

View Tuition

Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

4 to 5 years on average

Enrollment Term

Admissions Deadline

Admissions Requirements

No GRE Exam is required

Program Overview

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

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

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

Word Cloud – Publications

Download program flyer

View Examples of Student Dissertations and Milestone Papers

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

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

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

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

View Program Curriculum

Degree Requirements

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

Prerequisites

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

Take the Next Step

Upcoming Info Sessions

General Info Session (Virtual)

April 15, 2024 | Noon-1 PM

April 29, 2024 | Noon-1 PM

May 13, 2024 | Noon-1 PM

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

Career Pathways

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

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

Program Faculty

Tinukwa Boulder

Patricia A. Crawford

M. Beatrice Dias

Martez Files

Amanda Godley

Katrina Bartow Jacobs

Lindsay Clare Matsumura

Emily C. Rainey

Khirsten L. Scott

Veena Vasudevan

Program News

Alumna Receives ACTFL Award for World Language Teacher Education

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

PhD Alumnus Chris Olshefski Receives AERA Research Award

PhD Alumnus Chris Olshefski Receives AERA Research Award - Read more

Professor Honored With National Literacy Research Award

Professor Honored With National Literacy Research Award - Read more

Professor Honored for Literacy Work with Refugee Youth

Professor Honored for Literacy Work with Refugee Youth - Read more

Teacher reads to students who are raising their hands

Teaching and Learning, Policy and Leadership, (Ph.D.) - Language, Literacy, and Social Inquiry Specialization

This program leads to a Ph.D. in Teaching and Learning, Policy and Leadership with a specialization in Language, Literacy, and Social Inquiry (LLSI). Students and faculty in this Ph.D. specialization investigate issues related to language and literacy education using a wide range of research methodologies. Our work values multiple perspectives that center cultural and linguistic diversity. We analyze classroom and societal conditions of power and privilege that influence literacy and language practices in schools, families and communities. The LLSI Ph.D. includes two areas of focus within the program: Applied Linguistics and Language Education and Literacy Education .

Faculty research interests in the Applied Linguistics and Language Education (ALLE) area of focus include bi/multilingualism, bilingual/dual language education, discourse analysis, second language teaching and teacher learning, teacher collaboration, language policy, language contact, language diversity, peer interaction, sociocultural and critical approaches, codeswitching, and translanguaging.

Faculty research interests in the Literacy Education area of focus include culturally responsive approaches to elementary reading instruction, emergent literacy, family literacy, preparing teachers for diversity, learning with text, literacy teaching and learning, new literacies, reading assessment, reading comprehension strategies, stasis theory, and vocabulary for literacy learning. The doctoral program is primarily focused on the study of language and literacy learning in pre-kindergarten through high school settings in the US. It is designed to prepare students as researchers, curriculum specialists, teacher educators, and educational leaders who work effectively with children, families, and communities engaged in diverse language, literacy and social practices. Students take a doctoral core designed to provide an overview of the field and engage in research apprenticeship experiences with faculty, then develop a tailored program of study fitting their specific research interests through a selection of elective courses offered within our department, or from other departments and programs within the University.

For information on graduate admission please see the Graduate School's Admissions page for the Department of Teaching, Learning, Policy and Leadership at https://gradschool.umd.edu/education/tlpl . We accept both full-time and part-time doctoral students.

Select an area of interest from the various offerings in the College of Education to determine the admission requirements and deadlines. If you are unsure of your area of interest you may request information by submitting an Inquiry Form .

Applicants who wish to apply to the Ph.D. program with specialization in Language, Literacy and Social Inquiry should select Teaching and Learning, Policy and Leadership (TLPL) as their “Intended Program of Study."

Please refer to the Guide to Applying for instructions on how to apply for graduate admission. If you have questions or concerns, we ask you to first review our list of  Frequently Asked Questions . International applicants should visit the International admissions webpage for additional information.

INFORMATION SESSION about our Ph.D. and M.A. programs will be held on October 13, 2023 , by zoom.

For questions related to the admissions process, prospective students may contact Kay Moon, TLPL Graduate Coordinator, at (301) 405-3118 or [email protected] .

For academic advising on the Ph.D. in Language, Literacy, and Social Inquiry, please contact Dr. Melinda Martin-Beltran at [email protected] .

Financial assistance for graduate study is generally divided into two categories:

Fellowships and Scholarships Loans
Graduate Assistantships

For more details about the various types of financial assistance offered by the campus please visit the Office of Student Financial Aid

There are also a number of fellowships and scholarships offered through the College of Education, the University, and through external sources which may provide tuition support and/or living allowance. Students must apply for these awards on their own, but the links that follow provide valuable information on searching for fellowships and scholarships.

For more information concerning fellowships and scholarships, please visit:

The College of Education's Scholarship webpage

The University's Scholarships webpage , and

The Graduate School's Fellowships and Awards webpage

The doctoral curriculum typically requires at least three years of graduate study beyond the master’s degree. Students are expected to integrate into the campus scholarly community and to be available on a full-time basis. The department provides funding for all Ph.D. students admitted into the program.

Integrated Department Core

LLSI students join a two-course sequence (6 semester hours) in foundations of inquiry and practice with other department specialization students from Education Policy and Leadership, Mathematics and Science Education, Minority and Urban Education, Teacher Education and Professional Development, and Technology, Learning and Leadership.

TLPL 794: Foundations of Education Inquiry: Core I
TLPL 795: Foundations of Education Inquiry: Core II

Specialization Core

Curriculum for each doctoral student in LLSI is tailored to their own interests, with some requirements for students who specialize in each of the three focus areas:

TLPL 740: Language and Education (3 cr.)
TLPL 743: Teaching English Language Learners: Current and Future Research Directions (3 cr.)
TLPL 744: Research Foundations of Second Language Education: Examining Linguistically Diverse Student Learning (3 cr.)
TLPL 788 K: Special Topics in Education: Learning Within and Without School (3 cr.)
See a table of the full course sequence .
Literacy - contact advisor for suggested course sequence
English Education - contact advisor for suggested course sequence

Students are required to take 30 semester hours of coursework (typically ten courses), selected in consultation with the advisor. These courses generally take the form of doctoral seminars taught by program faculty and may include doctoral level courses from other departments.

Breadth Requirement

Some focus areas require taking one 700-level Literacy course to fulfill a breadth requirement.

Intermediate and Advanced Research Methods

Students are required to take at least 12 credit hours of research methods courses, including one qualitative and one quantitative methods course. Students may take research methods courses in TLPL, Human Development and Quantitative Methods ( HDQM ), or other academic departments. Some suggested research courses include the following:

TLPL 788 I: Special Topics in Education: Statistical Literacy for Education Research (3 cr.)
TLPL 791: Qualitative Research I: Design and Fieldwork (3 cr.)
TLPL 792: Qualitative Research II: Analysis and Interpretation of Data (3 cr.)
TLPL 793: Methods of Discourse Analysis (3 cr.)
TLPL 860: Seminar on Case Study Methods (3 cr.)

Doctoral Seminars

Doctoral students in LLSI enroll in a weekly 1-credit seminar with other students in their area of focus to explore opportunities for collaborations with faculty and other students, develop their knowledge of the field and the academic profession, and apprentice into the broader research community.

Dissertation

All students complete a minimum of 12 credits of dissertation research per University policy.

Graduate Education Program Requirements

If you have questions about our admissions process, contact TLPL Graduate Coordinator Kay Moon at [email protected] .

If you have questions about the program specifically, contact Dr. Wayne Slater at [email protected] .

If you have questions about each program, contact:

- Applied Linguistics and Language Education (ALLE), Dr. Melinda Martin-Beltran at [email protected] .

- English Literacy Education, Dr. Wayne Slater at [email protected] .

-Reading Education, Dr. Jennifer Turner at [email protected] .

Deadlines vary by degree and program. Please visit the TLPL Admissions Deadlines page for more information.

Applied Linguistics and Language Education (ALLE) Faculty

Jeff MacSwan
Laura Mahalingappa
Melinda Martin-Beltran  
Megan Madigan Peercy
Nihat Polat
Kellie Rolstad

Literacy Education Faculty

Peter Afflerbach
Mariam Jean Dreher
John O'Flahavan
Olivia Saracho
Wayne Slater
Jennifer Turner

CATALOG AND POLICIES

Graduate students in the College of Education are responsible for meeting University and the Graduate School policy, and for meeting Program requirements. See the Graduate Catalog and Graduate Policies governing graduate education at the University of Maryland. The schedule adjustment policy is available from the Office of the Registrar and provides information on adding and dropping courses, penalties, and refund schedules.

FORMS

Graduate students are required to submit various forms at specific points in the program and as part of the degree clearance process. Please refer to Steps Toward Graduation to determine the steps and forms that are required. To access forms used by graduate students visit Graduate Studies Forms in Student Services .

Doctor of Philosophy in Language and Literacy Education (PhD)
Graduate School
Prospective Students
Graduate Degree Programs

Canadian Immigration Updates

Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details

Go to programs search

Doctoral students focus on critical and contemporary issues at the intersections of language and literacy learning and cultural and societal transformation. Students in our programs are teachers and other professional educators who engage in courses, conversations and research addressing a broad range of issues and contexts – in and out of schools, nationally and internationally, and across the lifespan.

Students will gain expertise in topics such as identity and language/literacy, cultural literacy and language practices, interculturality, Indigenous languages and literacies, family and community literacy practices, literature and new media, digital cultures, poetry, literacy in global contexts, literacy development across the lifespan, educational linguistics, discourse and multimodal analysis, critical perspectives on literature and cultural texts for children and youth, EAL (English as an additional language) literacy, assessment, teacher education. drama and theatre education, creative/arts-based approaches to literacy learning, and communication ecologies/studies. Students with a specific interest in language education will engage with topics in applied linguistics and critical applied linguistics, second/additional language theory and practice, bi-/multilingual pedagogies, second language acquisition and reading/writing/vocabulary learning, language socialization, technology integration in language education language policy and planning, assessment of second language learning as well as related research methods.

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

What makes the program unique?

Literacy studies [MEK1] [WM2] have expanded dramatically in recent years and our internationally known Faculty draw on many disciplines, knowledge systems and worldviews that inform the study of language and literacy education, including Indigenous, cognitive, linguistic, anthropological, cultural, literary, critical and post-structural perspectives and drawing on First Peoples Principles of Learning, sociolinguistics, linguistic anthropology, social psychology, cultural studies, and other related fields. In our courses we invite students to reflect critically on contemporary language and literacy practices in and out of schools, spanning Indigenous, local, national and global contexts.

UBC is one of the most prestigious and high-caliber post-secondary institutions globally. I am deeply fascinated by the beautiful campus landscape and impressed by the well-equipped instructional, research, and learning facilities the university provides to teachers, researchers, and students.

Quick Facts

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

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

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

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

English Language Test

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

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

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

Overall score requirement : 92

IELTS: International English Language Testing System

Overall score requirement : 7.0

Other Test Scores

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

The GRE is not required.

Prior degree, course and other requirements

Prior degree requirements.

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

Document Requirements

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

- Sample of work demonstrating an ability to undertake research and scholarly writing (max. 30 pages),

- CV or resume outlining work experience and academic history.

- Well-written 500 word (maximum) Statement of Intent to describe your proposed doctoral research. Be sure to indicate how your previous education, professional experience, and research have prepared you to undertake your proposed research, and note which people in the department have expertise in your intended area of study.

- The support of three referees including an assessment by at least two university instructors, preferably one of whom is the supervisor of the masters thesis.

- Scanned copies all official transcripts (including a key to transcript grades and symbols) and degree certificates from all post-secondary institutions attended outside UB

Other Requirements

Awards; fellowships; scholarships; and distinctions.

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

At least two years of successful teaching experience or equivalent.

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

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

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

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

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

2) Meet Deadlines

3) prepare application, transcripts.

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

Letters of Reference

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

Statement of Interest

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

Supervision

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

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Language and Literacy Education (PhD)

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

Citizenship Verification

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

4) Apply Online

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

Research Information

Research highlights.

The Department takes a critical and social justice approach to theory and research. Faculty members in the Literacy program have expertise in the following areas:

Indigenous languages and literacies

Literature and cultural texts for children and youth

Drama and theatre education in schools and communities

Literary and literacy practices in families, schools, and communities

Digital cultures, multimodality, and communication ecologies/studies

Research Focus

Students in our program engage with critical societal issues that impact topics such as equity and inclusion, immigration and globalization, gender, youth culture, relationships among communities and educational institutions, and public policy. The Department takes a critical and social justice approach to theory and research. Faculty members in the Literacy program have expertise in the following areas:

Program Components

The program consists of 18 to 24 credits of course work (including the LLED 601 and 602 Doctoral Seminars), comprehensive exam followed by an oral examination, a dissertation proposal, and a doctoral dissertation.

Geographic Restrictions

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

Tuition & Financial Support

Financial support.

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

Program Funding Packages

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

Average Funding

6 students received Teaching Assistantships. Average TA funding based on 6 students was $10,773.
15 students received Research Assistantships. Average RA funding based on 15 students was $7,496.
10 students received Academic Assistantships. Average AA funding based on 10 students was $5,614.
26 students received internal awards. Average internal award funding based on 26 students was $23,428.
3 students received external awards. Average external award funding based on 3 students was $20,000.

Scholarships & awards (merit-based funding)

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

Graduate Research Assistantships (GRA)

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

Graduate Teaching Assistantships (GTA)

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

Graduate Academic Assistantships (GAA)

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

Financial aid (need-based funding)

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

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

Foreign government scholarships

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

Working while studying

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

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

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

Tax credits and RRSP withdrawals

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

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

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

Cost Estimator

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

Career Outcomes

14 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 0 we have no data (based on research conducted between Feb-May 2016). For the remaining 13 graduates:

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.

Our programs in Language and Literacy Education engage teachers and other professional educators in the study of rich language and literacy practices from early childhood through adolescence and adulthood. Our focus is on the many rich, multiethnic and multilingual contexts of language and literacy learning in our schools and communities.

Alumni on Success

Brigid Goitse Conteh

Job Title Lecturer

Employer University of Botswana

Lucía Terra

Job Title Owner

Employer Language and Communication Services

Lauryn Oates

Job Title Consultant - Education

Employer Self-employed

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Language and Literacy Education (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion rates & times.

Research Supervisors

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

Ahmed, Anwar (Languages and literature)
Belliveau, George (Art education, drama education, pedagogy, teacher research)
Bryson, Mary (technology, media, cultural studies, gender, queer theory, deviance studies, post-colonial pedagogies, Sociology, Women's Studies, Education, media and gender, media and education)
Corella Morales, Meghan (Other languages and literature; Academic Discourse; Children and youth; Discourse Analysis; Language ideology; Sociolinguistics)
Darvin, Ron (development of diverse digital practices for learners of unequal resources)
Dobson, Teresa (Media and communications; Literary Education; Digital Literacy; Digital Humanities; Text Visualization)
Galla, Candace (what types of technology initiatives (low-, mid-, or high) Indigenous language communities are using to revitalize, maintain, and promote their language)
Gladwin, Derek (Other languages and literature; Cultural Studies; Digital & Media Literacy; Environmental & Energy Literacy; Environmental Humanities; Food Literacy; Literary Education; Sustainability Education; Writing & Rhetoric)
Gunderson, Lee Paul (Languages and literature; reading-research; immigrant-achievement; home literacy environment)
Hare, Jan (Aboriginal youth mobility, Aboriginal family and community perspectives on early literacy, literature, identity construction and urban Aboriginal youth, Cultural studies, early childhood, first nations education)
Jenson, Jennifer (Other languages and literature; Digital Cultures and Education; Digital Games; Game-based Learning; Gender; Online Learning; technology; Technology Implementation and integration)
Kendrick, Maureen (literacy, digital literacy, Children and youth, ESL, international perspectives)
Kumpulainen, Kristiina (Languages and literature; Critical literacies/pedagogies; Digital Literacies; identity; Multiliteracy and multimodality; Place-based literacies; Storytelling/narrative inquiry)
Li, Guofang (longitudinal studies of immigrant children)
Rajagopal, Harini (Multiliteracy and multimodality; Bilingual/Multilingual education; Decolonizing pedagogies and knowledges)
Rogers, Theresa (Children's literatures; Other languages and literature; Children's and Adolescent Literature; Digital Literacies; Education; Educational Approaches; Literacy; Youth Studies)

Doctoral Citations

Sample thesis submissions.

Red tears of pearl : making space for Afghan-Canadian Muslim diasporas in postcolonial literature
Pray where waters meet : land-based métissage, ethical relationality and reconciliation
(Re)mapping youth mobilities and citizenships with young adult literature
Living with violence on social media : an exploration of Colombian young adults’ encounters with online harms
Illuminating (dis)enlightenment : critical media literacy and/or conspiracy theories?
Digital multimodal composing with youth from refugee and immigrant backgrounds in a Metro Vancouver secondary school
Reading the South in the North : a study of Latin American literature in Vancouver teaching contexts
Poetic inquiry : current approaches and future applications
New hierarchies, new middle class : a critical ethnography of English as a medium of instruction policy in Nepal’s public schools

Related Programs

Same academic unit.

Doctor of Philosophy in Teaching English as a Second Language (PhD)
Master of Arts in Literacy Education (MA)
Master of Arts in Modern Languages Education (MA)
Master of Arts in Teaching English as a Second Language (MA)
Master of Education in Literacy Education (MEd)
Master of Education in Modern Languages Education (MEd)
Master of Education in Teaching English as a Second Language (MEd)

Further Information

Specialization.

Language and Literacy Education focuses on critical and contemporary issues at the intersections of literacy learning and cultural and societal transformation. It covers topics such as identity and literacy, cultural literacy practices, Indigenous literacies, family literacy, literature and new media, digital literacies, poetry, literacy in developing contexts, literacy development across the lifespan, educational linguistics, discourse and multimodal analysis, critical perspectives on children’s and young adult literature, EAL (English as an additional language) literacy, assessment, teacher education and creative/arts-based approaches to literacy learning.

Students engage with critical societal issues that impact these topics, such as equity and inclusion, immigration and globalization, gender, youth culture, relationships among communities and educational institutions, and public policy.

UBC Calendar

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

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

Jade LaFontaine

I chose UBC because I did my undergrad here, and I really enjoyed the Indigenous community at UBC. Most universities in Canada don’t have the presence and physical spaces dedicated to Indigenous gathering and representation that I found at UBC. UBC is also close to my traditional territory so it’s...

Laura Brass

I decided to study at UBC because of its locally and internationally top rankings in terms of its contribution to teaching, learning, and research. Significantly, the scholarships, fellowships, research opportunities, and wide range of courses available, along with leading scholars and experts in...

Esteban Morales

Even from Colombia, my home country, I have heard from UBC as one of the best universities in the world. After I came to Vancouver to complete my MA at Simon Fraser University, I decided that UBC was the best choice for my doctoral program, offering interesting coursework led by amazing faculty....

Experience the colours of Vancouver

Great academic programs, great location: the distinct seasons and mild climate are among the reasons why graduate students choose to study here -- from the autumn leaves to cherry blossoms, witness the many colours Vancouver has to offer.

Why Grad School at UBC?
Application & Admission
Info Sessions
Research Projects
Indigenous Students
International Students
Tuition, Fees & Cost of Living
Newly Admitted
Student Status & Classification
Student Responsibilities
Supervision & Advising
Managing your Program
Health, Wellbeing and Safety
Professional Development
Dissertation & Thesis Preparation
Final Doctoral Exam
Final Dissertation & Thesis Submission
Life in Vancouver
Vancouver Campus
Graduate Student Spaces
Graduate Life Centre
Life as a Grad Student
Graduate Student Ambassadors
Meet our Students
Award Opportunities
Award Guidelines
Minimum Funding Policy for PhD Students
Killam Awards & Fellowships
Policies & Procedures
Information for Supervisors
Dean's Message
Leadership Team
Strategic Plan & Priorities
Vision & Mission
Equity, Diversity & Inclusion
Initiatives, Plans & Reports
Graduate Education Analysis & Research
Media Enquiries
Newsletters
Giving to Graduate Studies

Strategic Priorities

Strategic Plan 2019-2024
Improving Student Funding
Promoting Excellence in Graduate Programs
Enhancing Graduate Supervision
Advancing Indigenous Inclusion
Supporting Student Development and Success
Reimagining Graduate Education
Enriching the Student Experience

Initiatives

Public Scholars Initiative
3 Minute Thesis (3MT)
PhD Career Outcomes
Great Supervisor Week

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 an upcoming info session. Coming soon!

About the Program

Program faculty.

ALSLA Faculty Remi A. van Compernolle, Katharine Burns, Khaled Al Masaeed

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

Alumnus dan walter pursues interdisciplinary research in second language acquisition, alumna tianyu qin supports intercultural growth, modern languages and dietrich college alumna joins faculty, modern languages alumna promotes inclusivity through culturally responsive teaching, collaborations and connections in second language acquisition, duolingo’s alina von davier joins the department of modern languages, 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] .

English Department
PhD Applied Linguistics

Applied Linguistics, Doctor of Philosophy

If language is humanity's most useful tool, then applied linguistics, as the study of language, puts that tool to work. The focus of applied linguistics is on trying to resolve language-based issues that people encounter in the real world (Grabe 2002). This dissertation-based degree allows students to customize their coursework and research around such areas as second language studies, teaching and assessment of language skills, corpus linguistics, grammar and discourse, pragmatics, psycholinguistics, and speech perception and production.

Degree Info Tab Open

Faculty tab closed, requirements tab open, overview tab closed, details tab closed, availability tab closed, requirements accordion open.

To receive a Doctor of Philosophy Degree (PhD) at Northern Arizona University, you must complete a planned group of courses, from one or more disciplines, ranging from at least 60 - 109 units of graduate-level courses. Most plans require research, a dissertation, and comprehensive exams. All plans have residency requirements regarding time spent on the Flagstaff campus engaged in full-time study. The full policy can be viewed here.

Overview Accordion Closed

In addition to University Requirements:

Complete individual plan requirements.

Purpose Statement

PhD students pursue a diverse range of applied linguistic issues in preparation for their careers as researchers, teacher trainers, or leaders in fields related to teaching and learning second languages, including:

computer-assisted language learning (CALL)
corpus linguistics
grammar and discourse
language planning and policy
language testing and program evaluation
language variation
literacy
register analysis
second language acquisition
second language teaching and learning
speech perception and production

Our faculty work closely with individual students, helping them to develop as colleagues in applied linguistics. As a result, our PhD students have outstanding records of publication and participation in major conferences such as TESOL and AAAL. Graduates of our program have also been highly successful at obtaining tenure-track faculty positions at major universities. Student Learning Outcomes Upon completion of the PhD in Applied Linguistics, students will have:

Advanced critical and analytical knowledge of the structure and uses of the English language, English language discourse processes and genres, the development of second language learning processes in their diverse cultural contexts, and the assessment of both language program effectiveness and individual language proficiency.
Ability to address issues of language learning in real world settings
Ability to address both language program effectiveness and individual language proficiency.
Ability to contribute to innovative and effective English language teaching practices in the State of Arizona and elsewhere.
Ability to integrate use of technology into language instruction and research.
Ability to synthesize information and approaches across a range of core topics in Applied Linguistics, such as language acquisition, language in society, English grammar, and the development of language curricula and programs.
Understanding of the many issues relevant to cross-cultural communication.
Comprehensive preparation and professional orientation for advanced research in PhD programs.
Ability to design, conduct, analyze, and interpret original and important empirical research.
Ability to contribute as active professionals in Applied Linguistics and related fields.
Expertise and qualifications to contribute significantly in professorial positions to the growth and development of Applied Linguistics.

Details Accordion Closed

Graduate admission information.

The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Admission requirements include the following:

Transcripts.
Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.

Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies. Ready to apply? Begin your application now.

International applicants have additional admission requirements. Please see the International Graduate Admissions Policy .

Additional Admission Requirements

Individual program admission requirements over and above admission to NAU are required.

GRE® revised General Test
Two letters of recommendation
Writing Sample
Personal statement or essay
Resume or curriculum vitae

Official TOEFL iBT/IELTS scores taken within the last 2 years are required for international applicants. Please see department website for information regarding minimum score requirements.

Doctoral Requirements

This Doctoral degree requires 81 units distributed as follows:

Master's-level work relevant to your research interests: 36 units
Statistics Coursework: 9 units
Seminars: 9 units
Graduate electives: 12 units
Dissertation: 15 units

Take the following 81 units:

Master's-level work relevant to your research interests (36 units)
Statistics, such as: ENG 668 , ENG 768 and approved Ph.D. seminars (9 units)
Seminars (9 units)
Graduate electives, chosen in consultation with your dissertation committee (12 units)
ENG 799 , for the research, writing, and oral defense of an approved dissertation (15 units)

Please note that you may end up taking more units of dissertation credit than the 15 units you can count toward your degree, because you must register for ENG 799 each semester while you work on your dissertation.

In addition, you must:

Complete a screening process
Complete a qualifying exam
Fulfill Northern Arizona University's residency requirements (For more information about residency and other requirements that pertain to this degree, see the policy on Requirements for the Doctoral Degree, Ph.D.
Pass an oral exam on your dissertation (Dissertation Defense)

Additional Information

Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.

Availability Accordion Closed

Corpus linguistics
English linguistics
Linguistics skills
Curriculum & program evaluation
Grammar and vocabulary
Grammatical variation
Language testing and assessment
Psycholinguistics
Research methods
Register and discourse analysis
Second language acquisition
Second language listening and speaking
Second language reading and writing
Speech perception and production
Spoken discourse
World Englishes

Why pursue an Applied Linguistics doctorate at NAU?

Personal faculty-student relationships, outstanding research labs, corpus research lab, applied linguistics speech lab (alsl), language and memory lab, program in intensive english (pie), general information, questions please contact us., department of english, mailing address.

Berkeley School of Education

Language, literacy, and culture.

The Language, Literacy, and Culture (LLC) doctoral program investigates language and literacy practices in relation to sociocultural, historical, technological, and ideological formations. In their research and teaching, our faculty members represent interdisciplinary areas of study across the humanities, social sciences, and education. We expand beyond traditional disciplinary divisions, in theory and methods, to nurture collaborative and participatory approaches at the intersection of research and action. Our faculty and students conduct research in local and international contexts and study language and literacy in a wide range of institutional and informal settings, including classrooms, homes,healthcare centers, community organizations, and online environments. As a scholarly community, we advocate for cultural and linguistic diversity in research, practice, and policy, with special emphasis on access, equity and innovation in education. Our vision of language, literacy, and culture affirms language and literacy education as crucially important to social justice and participatory democracy.

Areas of specialization

Sociocultural aspects of language use and development across the lifespan

Linguistic and cultural diversity in language and literacy education

Intersections of disability and language and literacy learning

Race and inequality in language and literacy education

Bi/multilingualism and translanguaging in schools and communities

Indigenous language maintenance and education in local and global contexts

Literacy in a Digital Age

Literacy in and out of school

Ohio State nav bar

The Ohio State University

BuckeyeLink
Find People
Search Ohio State

Multilingual Language Education

The PhD in Teaching & Learning with a specialization in Multilingual Language Education is a research-intensive program in applied linguistics and educational linguistics related to TESOL, world/foreign language education, and bilingual education.

Deadline: December 1. APPLY NOW

The MLE Faculty: O-H-I-O

The Multilingual Language Education program at The Ohio State University is one of the oldest and most established doctoral programs of its kind in the United States and has produced many prominent scholars and leaders in both the foreign language and English language learning fields.

Students experience diverse opportunities to learn the cognitive, sociocultural and critical perspectives of theory and practices related to additional language acquisition and instruction across diverse contexts. The program is designed from an inclusive perspective and seeks to explore language teaching and learning issues and learners from around the world.

Program faculty have lived, studied and taught across the globe. The diversity of backgrounds among students and faculty is one of the hallmarks of our program.

The History of MLE @ OSU

The Ohio State University established one of the first graduate programs in World Language Education in the country, and began awarding doctoral degrees in the mid 1950s. In the 1960s, the program grew and included faculty such as Dr. Paul Pimsleur, renowned for developing the Pimsleur Method. In the 1980s, the Foreign/Second Language Education (FSLED) program included an MA and PhD with a focus on TESOL. The program continued to grow with faculty such as Dr. Charles Hancock, Dr. Alan Hirvela, who served as the editor of TESOL Quarterly, and Dr. Elizabeth Bernhardt, who did pioneering work on L2 reading using eye-tracking methods. By 2021, when the program was renamed simply Multilingual Language Education, it has awarded over 125 PhDs to alumni who teach across the U.S. and in more than 18 different countries.

Paul Pimsleur in the Language Lab, c. 1967

Charles Hancock lecturing, c. 1989

Alan Hirvela delivers a keynote address in Hong Kong, 2017

Department of Language and Linguistic Science

University | A to Z | Departments

Language and Linguistic Science
Postgraduate study

PhD Programmes

Language and Linguistic Science home
For current students
Staff area (login required)
Undergraduate study
Frequently asked questions
Taught Masters
MA in Linguistics by Research
How to apply
Fees and funding
Student profiles
PhD in Linguistics
PhD in Language and Communication
PhD in Applied Linguistics
PhD in Psycholinguistics
Languages at York
CPD courses
Language Teaching Forum
Visiting scholars
For schools
News and events
You said, we did
Equality and Diversity
Contact and find us

Doctor of Philosophy, Language, Education and Society

The PhD in Language, Education, and Society is a research-intensive environment studying how language and social processes are related to educational issues. Students and faculty are engaged with issues of language, culture and learning in school and non-school settings and believe that some of the most difficult problems in education and society can be addressed through research and scholarship.

Program Features

Work with faculty on research projects and pursue your own research interests with faculty support.

Courses prepare students to be scholars, researchers, teacher educators and activists who understand the complexities of language, culture, learning and education.

Program is flexible to meet students’ interests and goals and allows doctoral students to specialize their studies.

Research Areas

Spoken and written language use

Language and literacy development

Biliteracy and bilingualism in classrooms, families and communities

Language variation and diversity

Discourse patterns in classrooms and other educational settings

Ethnography of language and literacy

Reading and writing education

Language, power and social justice issues

Education for students who are deaf or hard of hearing, visually impaired or have other sensory disabilities

Young children’s uses of language and learning

Inclusion of students with special needs in classrooms, communities and social institutions

Theories and methods for researching language in social contexts

Career Paths

Funding Opportunities

graduate associate teaching in classroom

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

Prerequisites

Master’s degree.

Program start

Autumn Semester

Deadline to apply

December 1

Minimum Program hours

(up to 30 may transfer)

View Language, Education, and Society (TCHLRN-PH, LES) Curriculum Sheet

PhD Program Virtual Information Session Wednesday, October 25 5-6pm

Apply to Ohio State

Application checklist

View application checklist

Search NYU Steinhardt

Doctor of Philosophy Teaching and Learning

Our doctorate aims to prepare first-rate scholars and practitioners. Your pathway is highly customizable, so you can tailor your degree to your specific career goals and interests in areas such as history, social studies, and global education; literacy education; mathematics education; early childhood and childhood education; science and environmental education; urban education; or special education.

Degree Details

Official degree title.

Doctor of Philosophy in Teaching and Learning

How You’ll Learn

Because the development and completion of a dissertation depends on intensely individual interest and work, this PhD emphasizes the individual tailoring of your degree from the very beginning. We aim to suit the unique interests and experiences that you bring to the program and develop during your course of study.

Concentrations

Early Childhood and Childhood Education

Become a researcher or teacher educator dedicated to understanding children’s development and learning, and supporting them in their education.

History, Social Studies, and Global Education

Advance your knowledge and work with faculty members to conduct research and develop curricula that promote civic engagement.

Literacy Education

Work closely with faculty members to develop your research skills in language and literacy development, and apply that research to improve literacy instruction.

Mathematics Education

Learn strategies for designing and analyzing research studies in mathematics education while working closely with faculty on all aspects of the research process.

Science and Environmental Education

Develop your skills in research in science and environmental education and learn about current science pedagogy, teacher education, technology, and more.

Special Education

Develop expertise in special education policy, research, and practices as you collaborate with our faculty.

Urban Education

Advance your knowledge, work with faculty on research, and prepare to be an educational leader committed to scholarship and action in urban educational settings.

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.

Funding for Full-Time PhD Students

NYU Steinhardt offers a competitive funding package for PhD students who study full time. Learn more about our funding opportunities .

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

Take the Next Step

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

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 51 course credits and 24 doctoral thesis credits for a total of 78 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

Department Chair, 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]

Sam David is an assistant professor of Second Language Education in the College of Education and Human Development at the University of Minnesota, Twin Cities.

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, Director of Graduate Studies
612-625-3692
[email protected]

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

Karla Stone Karla Stone

Senior Lecturer
612-626-0319
[email protected]

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

How to apply

Application deadline and instructions.

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

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

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

Tuition and funding

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

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

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 2024.

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.

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

General Catalog

Second language acquisition, phd.

This is the first version of the 2023–24 General Catalog. Please check back regularly for changes. The final edition and the historical PDF will be published during the fall semester.

FLARE stands for Foreign Language Acquisition Research and Education, and it is the name of the interdisciplinary unit that sponsors the second language PhD program . Students are able to take a variety of courses taught by affiliated faculty members from a number of departments and programs across campus.

The second language acquisition (SLA) doctoral program emphasizes theory, research, and classroom-based teaching and learning. All students take courses in SLA theory, multimedia, research methods, language learning, and linguistics. In addition, each student defines an area of specialization, in consultation with an SLA advisor. The two broad areas of specialization are language learning and postsecondary education, and linguistics and psycholinguistics.

Students in the language learning and postsecondary education specialization area demonstrate an interest in issues where SLA and pedagogy converge. This includes classroom discourse, assessment, and the acquisition of grammatical knowledge in the classroom context. Students also may focus on aspects of technology and how it facilitates second language acquisition.

Students in the linguistics and psycholinguistics specialization area exhibit interest in areas of formal linguistics (e.g., syntax, phonology, morphology) and/or applied linguistics issues that relate to their particular second language focus. Student projects include the acquisition of the syntactic structures and/or phonological features of a second language, and generative and cognitive approaches to explaining acquisition. Students who work in psycholinguistics also may focus on the relationship between language processing and language acquisition.

The Doctor of Philosophy in second language acquisition is a research-oriented degree. This interdisciplinary program, which focuses on languages other than English, requires 72 s.h., including a maximum of 33 s.h. earned in work toward a master's degree. Students must earn a minimum of 61 s.h. at the University of Iowa. Those interested in pursuing the PhD must hold a master's degree in an appropriate field (e.g., linguistics, foreign language education) or have equivalent academic experience.

A course may be used to fulfill only one requirement. All courses taken to fulfill program requirements must be taken on a graded basis; no graduate credit is awarded for a grade lower than C-minus. To remain in good standing, PhD students must maintain a cumulative grade-point average of at least 3.00.

The required curriculum includes 14 courses, including two foundation courses, three courses in the area of research methods, two courses in the area of language learning, two courses in the area of linguistics, and five courses in a student’s area of specialization. Students may specialize in language learning and postsecondary education, which includes a focus on technology in language acquisition and learning; or in linguistics and psycholinguistics, with a focus on phonetics/phonology or on syntax in a particular second language. In addition, the PhD requires successful completion and defense of a dissertation representing original research in second language acquisition.

Students may extend their interdisciplinary interests by taking relevant elective coursework offered by the departments of Asian and Slavic Languages and Literatures, Communication Sciences and Disorders, French and Italian, German, Linguistics, Psychological and Brain Sciences, Rhetoric, and Spanish and Portuguese in the College of Liberal Arts and Sciences and the departments of Psychological and Quantitative Foundations, and Teaching and Learning in the College of Education .

The PhD in second language acquisition requires the following coursework.

Foundation Course

Current students will have taken SLA:6920 to fulfill this requirement.

Research Methods

Language learning, linguistics courses, specialization courses.

Each student selects one of two specialization areas—linguistics and psycholinguistics or language learning and postsecondary education—and takes five courses (total of 15 s.h.) in one area, not including courses taken above to satisfy requirements. Each student’s specific specialization area and set of courses are determined in consultation with the advisor.

Courses that may be used in the specialization areas are listed below.

Linguistics and Psycholinguistics

Language learning and postsecondary education, elective courses.

Students also may take elective coursework relevant to their research interests, including the following independent project courses.

Students must complete a thesis (maximum of 15 s.h., with a minimum of 2 s.h.)

Admission is for fall semester; students are admitted only for full-time study. Applicants must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations on the Graduate College website.

Strong applicants hold a master's degree in a related area, have a cumulative grade-point average of at least 3.50 in master's degree work, and speak and write English and another language at a professional level. Applicants must submit a writing sample that demonstrates their ability to synthesize and analyze information using standard academic English.

Teaching assistantships are available to qualified students. Assistantships usually involve teaching elementary or intermediate language courses. Visit the FLARE website for details.

Print Options

Send Page to Printer

Print this page.

Download Page (PDF)

The PDF will include all information unique to this page.

Download Overview (PDF)

The PDF will include content on the Overview tab only.

Download Requirements (PDF)

The PDF will include content on the Requirements tab only.

Download Admission (PDF)

The PDF will include content on the Admission tab only.

Download Financial Support (PDF)

The PDF will include content on the Financial Support tab only.

2023-24 Catalog

A PDF of the entire 2023-24 catalog.

Recommended pages

Undergraduate open days
Postgraduate open days
Accommodation
Information for teachers
Maps and directions
Sport and fitness

PhD English Language and Applied Linguistics (On-Campus or by Distance Learning)/ MA by Research

On campus: Annual tuition fee 2024 entry: UK: £4,778 full-time; £2,389 part-time International: £21,840 full-time Distance learning PhD: Annual tuition fee 2024/25: £12,330 part-time More detail .

Visit an Open Day
Request a prospectus
Course details
Entry Requirements
Employability

Carry out your research with one of the UK’s leading English Language departments, renowned for its expertise in Corpus Research, Cognitive Linguistics and Psycholinguistics, and Discourse Analysis and Stylistics, from anywhere in the world.

We offer both and campus-based and distance learning PhD courses. There are two distance learning PhD programmes in English Language and Applied Linguistics: a standard programme and a modular programme. There is no assessed taught component, but students follow online research training modules. Both distance learning options are part-time, while the campus programme can be either full-time or part-time.

All programmes have regular contact with your supervisor. On the distance learning programmes, this contact is by email and/or video conference and allow you to remain in your resident country while pursuing your research. This is particularly beneficial if you are interested in relating your research to your current work.

The Standard PhD

The standard programme requires a traditional 80,000-word thesis. The work is examined at the end of the programme, as with other PhD programmes. Students identify and refine a thesis topic and research design in consultation with their supervisor and send drafts of the various chapters for comment as they work through the programme. As with all PhDs, progress is monitored throughout the registration period.

Distance Modular PhD

The modular programme requires three modules: two shorter research papers (Module 1 - 12,000 words, Module 2 - 20,000 words) and a final thesis of 50,000 words (Module 3). The work is examined in three phases, at the end of each module. The final product (in terms of total quantity and quality of work) is therefore similar to the standard PhD; however the modular option provides an incremental, continuously assessed route allowing students to progress through explicitly marked stages to a PhD. Students identify a topic they wish to work on and to which all their written work should be related; the nature of the assessment means however that the topic may not be as tightly focused as that in a traditional PhD.

Virtual Open Day: Postgraduate opportunities in English Language and Applied Linguistics - 28 April 2020, 14:00-15:00

Join us online to watch a range of staff and student videos, and take part in our online chat where staff from the Department will be answering your questions about postgraduate study.

Find out more and register

AHRC funding for PhD students

The University of Birmingham is part of the Midlands4Cities Doctoral Training Partnership (M4C), offering Arts and Humanities Research Council PhD studentships for campus-based programmes. These include a number of Collaborative Doctoral Award opportunities. Each studentship includes research fees, a substantial maintenance grant and additional research training support. Applications are open until 12:00 (noon), 13 January 2021.

Find out more

Scholarships for 2024 entry

The University of Birmingham is proud to offer a range of scholarships for our postgraduate programmes. With a scholarship pot worth over £2 million, we are committed to alleviating financial barriers to support you in taking your next steps.

Each scholarship has its own specific deadlines and eligibility criteria. Please familiarise yourself with the information on individual scholarship webpages prior to submitting an application.

Explore our scholarships

Postgraduate scholarships available

The College of Arts and Law is offering a range of scholarships for our postgraduate taught and research programmes to ensure that the very best talent is nurtured and supported.

Learn more about our scholarships

At Birmingham, Postgraduate Taught and Postgraduate Research students also have the opportunity to learn graduate academic languages free of charge, to support your studies.

Graduate School Language Skills

The staff are extremely friendly and approachable which makes for a really productive atmosphere in the department. I also really value the range of expertise across the department. Helena

Why study this course?

World-leading research : The University of Birmingham is ranked equal 10th in the UK amongst Russell Group universities in the Research Excellence Framework exercise 2021 according to the Times Higher Education. Additionally, the University of Birmingham is ranked in the top 50 for the study of English Language and Literature in the 2023 QS World University Rankings. These rankings are compiled annually to help prospective students identify the leading universities worldwide in a particular subject.
Distance learning experience : The Department has many years of experience in delivering high quality distance learning programmes at postgraduate level. Staff also have expertise in supervising doctoral research at a distance. Through the University library, you will have electronic access to a wide range of applied linguistic research journals and e-books.
Exceptional student support : While the programmes are rigorous in their standards and expectations, they also provide excellent support and a high degree of flexibility. You will receive the same level of support and supervision as our on-campus students.
Research resources : Our English Language programmes benefit from the 450 million-word Bank of English corpus, an invaluable collection of authentic language data. All students and researchers working within English Language also have free access a variety of language corpora, and, where necessary, training in how to use them. Additionally, the Main Library houses an extensive collection of books on English language and linguistics, including English language teaching, and subscribes to 250 periodicals in the fields of English language and literature.

The postgraduate experience

The College of Arts and Law offers excellent support to its postgraduates, from libraries and research spaces, to careers support and funding opportunities. Learn more about your postgraduate experience .

Content and assessment for the Modular PhD

Module 1 - Subject-focused work, to include some research training and preparation related to the subject, such as empirical work, literature searches, and research methodology.

The 12,000-word assessment may be divided into 3 x 4,000 papers or combinations amounting to the total (60 credits). Pass/Fail.

Module 2 - Structured research and writing on the research topic. It may be linked in a linear way to Module 1, or the connection may be looser.

The 20,000-word assessment may be divided into one or two papers amounting to the total (120 credits). Pass/Fail

Module 3 - The thesis (maximum 50,000 words - 360 credits). Pass/Fail

The assessed work from Modules 2 and 3 should be of publishable quality.

Each assessment (i.e. each module) is submitted and passed before the student can proceed to the next. One re-submission of each module is permitted. The external examiner is consulted when each module is completed. Like all PhD theses at Birmingham, a Modular PhD is examined in a viva voce examination which takes place after the submission of Module 3.

We charge an annual tuition fee:

On campus PhD/MA by Research: Annual tuition fee 2024 entry:

UK: £4,778 full-time; £2,389 part-time *
International: £21,840 full-time

The above fees quoted are for one year only; for those studying over two or more years, tuition fees will also be payable in subsequent years of your programme.

* For UK postgraduate research students the University fee level is set at Research Council rates and as such is subject to change. The final fee will be announced by Research Councils UK in spring 2024.

Distance learning PhD:

Fees for students joining between September 2023 and August 2024 are as follows: £11,730 part-time
Fees for students joining between September 2024 and August 2025 are as follows: £12,330 part-time

Tuition fees will be payable each year for between four years (minimum registration) and six years (maximum registration). Students who go into Writing Up after four or five years will pay a nominal continuation fee (the same as for the full-time PhD).

Eligibility for UK or international fees can be verified with Admissions. Learn more about fees for international students .

Paying your fees

Tuition fees can either be paid in full or by instalments. Learn more about postgraduate tuition fees and funding .

How To Apply

Application deadlines.

Postgraduate research can start at any time during the year, but it is important to allow time for us to review your application and communicate a decision. If you wish to start in September, we would recommend that you aim to submit your application and supporting documents by 7 May 2024.

Additional guidance for applicants to the PhD Distance Learning study mode.

Before you make your application

Please refer to our six-step process on applying for PhD, MA by Research and MRes opportunities for Arts subject areas, which includes detailed advice on research proposals and how to write them.

Making your application

How to apply

To apply for a postgraduate research programme, you will need to submit your application and supporting documents online. We have put together some helpful information on the research programme application process and supporting documents on our how to apply page . Please read this information carefully before completing your application.

Our Standard Requirements

Our requirements for postgraduate research are dependent on the type of programme you are applying for:

For MRes and MA by Research programmes, entry to our programmes usually requires a good (normally a 2:1 or above) Honours degree, or an equivalent qualification if you were educated outside the UK, usually in a relevant area.
Applicants for a PhD will also need to hold a Masters qualification at Merit level or above (or its international equivalent), usually in a relevant area.

Any academic and professional qualifications or relevant professional experience you may have are normally taken into account, and in some cases, form an integral part of the entrance requirements.

If you are applying for distance learning research programmes, you will also be required to demonstrate that you have the time, commitment, facilities and experience to study by distance learning.

If your qualifications are non-standard or different from the entry requirements stated here, please contact the admissions tutor.

International students

IELTS 6.5 with no less than 6.0 in any band is equivalent to:

TOEFL: 88 overall with no less than 21 in Reading, 21 Listening, 22 Speaking and 21 in Writing
Pearson Test of English (PTE): Academic 59 in all four skills
Cambridge English (exams taken from 2015): Advanced - minimum overall score of 176, with no less than 169 in any component

Learn more about international entry requirements

International Requirements

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 14/20 from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Argentinian university, with a promedio of at least 7.5, may be considered for entry to a postgraduate degree programme. Applicants for PhD degrees will normally have a Maestria or equivalent

Applicants who hold a Masters degree will be considered for admission to PhD study.

Holders of a good four-year Diplomstudium/Magister or a Masters degree from a recognised university with a minimum overall grade of 2.5 will be considered for entry to postgraduate research programmes.

Students with a good 5-year Specialist Diploma or 4-year Bachelor degree from a recognised higher education institution in Azerbaijan, with a minimum GPA of 4/5 or 80% will be considered for entry to postgraduate taught programmes at the University of Birmingham.

For postgraduate research programmes applicants should have a good 5-year Specialist Diploma (completed after 1991), with a minimum grade point average of 4/5 or 80%, from a recognised higher education institution or a Masters or “Magistr Diplomu” or “Kandidat Nauk” from a recognised higher education institution in Azerbaijan.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0-3.3/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold a Masters degree from the University of Botswana with a minimum GPA of 3.0/4.0 or 3.5/5.0 (70%/B/'very good') will be considered for Postgraduate Diplomas and Masters degrees.

Please note 4-year bachelor degrees from the University of Botswana are considered equivalent to a Diploma of Higher Education. 5-year bachelor degrees from the University of Botswana are considered equivalent to a British Bachelor (Ordinary) degree.

Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

A Licenciatura or Bacharelado degree from a recognised Brazilian university:

A grade of 7.5/10 for entry to programmes with a 2:1 requirement
A grade of 6.5/10for entry to programmes with a 2:2 requirement

Holders of a good Bachelors degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes. Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good post-2001 Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Students with a minimum average of 14 out of 20 (or 70%) on a 4-year Licence, Bachelor degree or Diplôme d'Etudes Superieures de Commerce (DESC) or Diplôme d'Ingénieur or a Maîtrise will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a bachelor degree with honours from a recognised Canadian university may be considered for entry to a postgraduate degree programme. A GPA of 3.0/4, 7.0/9 or 75% is usually equivalent to a UK 2.1.

Holders of the Licenciado or equivalent Professional Title from a recognised Chilean university will be considered for Postgraduate Diplomas and Masters degrees. Applicants for PhD study will preferably hold a Magister degree or equivalent.

Students with a bachelor’s degree (4 years minimum) may be considered for entry to a postgraduate degree programme. However please note that we will only consider students who meet the entry guidance below. Please note: for the subject areas below we use the Shanghai Ranking 2022 (full table) , Shanghai Ranking 2023 (full table) , and Shanghai Ranking of Chinese Art Universities 2023 .

需要具备学士学位（4年制）的申请人可申请研究生课程。请根据所申请的课程查看相应的入学要求。请注意，中国院校名单参考软科中国大学排名2022（总榜），软科中国大学排名2023（总榜），以及软科中国艺术类高校名单2023 。

Business School - MSc programmes (excluding MBA)

商学院硕士课程（MBA除外）入学要求

School of Computer Science – all MSc programmes 计算机学院硕士课程入学要求

College of Social Sciences – courses listed below 社会科学学院部分硕士课程入学要求 MA Education (including all pathways) MSc TESOL Education MSc Public Management MA Global Public Policy MA Social Policy MA Sociology Department of Political Science and International Studies 全部硕士课程 International Development Department 全部硕士课程

All other programmes (including MBA) 所有其他硕士课程（包括 MBA）入学要求

Please note:

Borderline cases: We may consider students with lower average score (within 5%) on a case-by-case basis if you have a relevant degree and very excellent grades in relevant subjects and/or relevant work experience. 如申请人均分低于相应录取要求（5%以内），但具有出色学术背景，优异的专业成绩，以及（或）相关的工作经验，部分课程将有可能单独酌情考虑。
Please contact the China Recruitment Team for any questions on the above entry requirements. 如果您对录取要求有疑问，请联系伯明翰大学中国办公室 [email protected]

Holders of the Licenciado/Professional Title from a recognised Colombian university will be considered for our Postgraduate Diploma and Masters degrees. Applicants for PhD degrees will normally have a Maestria or equivalent.

Holders of a good bachelor degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes. Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Bacclaureus (Bachelors) from a recognised Croatian Higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, or a Masters degree, will be considered for entry to postgraduate research programmes.

Holders of a Bachelors degree(from the University of the West Indies or the University of Technology) may be considered for entry to a postgraduate degree programme. A Class II Upper Division degree is usually equivalent to a UK 2.1. For further details on particular institutions please refer to the list below. Applicants for PhD level study will preferably hold a Masters degree or Mphil from the University of the West Indies.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 6.5 out of 10, or a GPA of 3 out of 4, and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalár from a recognised Czech Higher Education institution with a minimum overall grade of 1.5, B, velmi dobre ‘very good’ (post-2004) or 2, velmi dobre ‘good’ (pre-2004), or a good post-2002 Magistr (Masters), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 7-10 out of 12 (or 8 out of 13) or higher for 2:1 equivalence and will usually be required to have completed a good Masters/ Magisterkonfereus/Magister Artium degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Ecuadorian university may be considered for entry to a postgraduate degree programme. Grades of 70% or higher can be considered as UK 2.1 equivalent. Applicants for PhD level study will preferably hold a Magister/Masterado or equivalent qualification, but holders of the Licenciado with excellent grades can be considered.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalaurusekraad from a recognised university with a minimum overall grade of 4/5 or B, or a good one- or two-year Magistrikraad from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree with very good grades (grade B, 3.5/4 GPA or 85%) will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a good Kandidaatti / Kandidat (old system), a professional title such as Ekonomi, Diplomi-insinööri, Arkkitehti, Lisensiaatti (in Medicine, Dentistry and Vetinary Medicine), or a Maisteri / Magister (new system), Lisensiaatti / Licenciat, Oikeustieteen Kandidaatti / Juris Kandidat (new system) or Proviisori / Provisor from a recognised Finnish Higher Education institution, with a minimum overall grade of 2/3 or 4/5, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a should hold a Bachelors degree and will usually be required to have completed a Masters/Maîtrise with a minimum overall grade of 13 out of 20, or a Magistère / Diplôme d'Etudes Approfondies / Diplôme d'Etudes Supérieures Specialisées / Mastère Specialis, from a recognised French university or Grande École to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Magister Artium, a Diplom or an Erstes Staatsexamen from a recognised university with a minimum overall grade of 2.5, or a good two-year Lizentiat / Aufbaustudium / Zweites Staatsexamen or a Masters degree from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0 Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a good four-year Ptychio (Bachelor degree) with a minimum overall grade of 6.5 out of 10, from a recognised Greek university (AEI), and will usually be required to have completed a good Metaptychiako Diploma Eidikefsis (Masters degree) from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

4-year Licenciado is deemed equivalent to a UK bachelors degree. A score of 75 or higher from Universidad de San Carlos de Guatemala (USAC) can be considered comparable to a UK 2.1, 60 is comparable to a UK 2.2. Private universities have a higher pass mark, so 80 or higher should be considered comparable to a UK 2.1, 70 is comparable to a UK 2.2

The Hong Kong Bachelor degree is considered comparable to British Bachelor degree standard. Students with bachelor degrees awarded by universities in Hong Kong may be considered for entry to one of our postgraduate degree programmes.

Students with Masters degrees may be considered for PhD study.

Holders of a good Alapfokozat / Alapképzés or Egyetemi Oklevel from a recognised university with a minimum overall grade of 3.5, or a good Mesterfokozat (Masters degree) or Egyetemi Doktor (university doctorate), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a 60% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of the 4 year Sarjana (S1) from a recognised Indonesian institution will be considered for postgraduate study. Entry requirements vary with a minimum requirement of a GPA of 2.8.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree from a recognised institution, with 100 out of 110 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold the Maitrise, Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees (14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2).

Students with a Bachelor degree from a recognised university in Japan will be considered for entry to a postgraduate Masters degree provided they achieve a sufficiently high overall score in their first (Bachelor) degree. A GPA of 3.0/4.0 or a B average from a good Japanese university is usually considered equivalent to a UK 2:1.

Students with a Masters degree from a recognised university in Japan will be considered for PhD study. A high overall grade will be necessary to be considered.

Students who have completed their Specialist Diploma Мамаң дипломы/Диплом специалиста) or "Magistr" (Магистр дипломы/Диплом магистра) degree (completed after 1991) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, will be considered for entry to postgraduate Masters degrees and, occasionally, directly for PhD degrees. Holders of a Bachelor "Bakalavr" degree (Бакалавр дипломы/Диплом бакалавра) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, may also be considered for entry to taught postgraduate programmes.

Holders of a good Postgraduate Diploma (professional programme) from a recognised university or institution of Higher Education, with a minimum overall grade of 7.5 out of 10, or a post-2000 Magistrs, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 16/20 or 80% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in Libya will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved score of 70% for 2:1 equivalency or 65% for 2:2 equivalency. Alternatively students will require a minimum of 3.0/4.0 or BB to be considered.

Holders of a good pre-2001 Magistras from a recognised university with a minimum overall grade of 8 out of 10, or a good post-2001 Magistras, will be considered for entry to postgraduate research programmes

Holders of a good Bachelors degree from a recognised Luxembourgish Higher Education institution with a minimum overall grade of 16 out of 20, or a Diplôme d'Études Supérieures Spécialisées (comparable to a UK PGDip) or Masters degree from a recognised Luxembourgish Higher Education institution will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree will be considered for Postgraduate Diplomas and Masters degrees (70-74% or A or Marginal Distinction from a well ranked institution is considered comparable to a UK 2.1, while a score of 60-69% or B or Bare Distinction/Credit is considered comparable to a UK 2.2).

Holders of a Bachelors degree from a recognised Malaysian institution (usually achieved with the equivalent of a second class upper or a grade point average minimum of 3.0) will be considered for postgraduate study at Diploma or Masters level.

Holders of a good Bachelors degree from the University of Malta with a minimum grade of 2:1 (Hons), and/or a Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (Honours) from a recognised institution (including the University of Mauritius) will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2:1).

Students who hold the Licenciado/Professional Titulo from a recognised Mexican university with a promedio of at least 8 will be considered for Postgraduate Diplomas and Masters degrees.

Students who have completed a Maestria from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a Bachelors degree, licence or Maîtrise and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Students with a good four year honours degree from a recognised university will be considered for postgraduate study at the University of Birmingham. PhD applications will be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Doctoraal from a recognised Dutch university with a minimum overall grade of 7 out of 10, and/or a good Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (minimum 4 years and/or level 400) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum GPA of B/Very Good or 1.6-2.5 for a 2.1 equivalency, and will usually be required to have completed a good Masters, Mastergrad, Magister. Artium, Sivilingeniør, Candidatus realium or Candidatus philologiae degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0/4 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in the Palestinian Territories will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3/4 or 80% for 2:1 equivalency or a GPA of 2.5/4 or 70% for 2:2 equivalency.

Holders of the Título de Licenciado /Título de (4-6 years) or an equivalent professional title from a recognised Paraguayan university may be considered for entry to a postgraduate degree programme. Grades of 4/5 or higher can be considered as UK 2.1 equivalent. The Título Intermedio is a 2-3 year degree and is equivalent to a HNC, it is not suitable for postgraduate entry but holders of this award could be considered for second year undergraduate entry or pre-Masters. Applicants for PhD level study will preferably hold a Título de Maestría / Magister or equivalent qualification, but holders of the Título/Grado de Licenciado/a with excellent grades can be considered.

Holders of the Licenciado, with at least 13/20 may be considered as UK 2.1 equivalent. The Grado de Bachiller is equivalent to an ordinary degree, so grades of 15+/20 are required. Applicants for PhD level study will preferably hold a Título de Maestría or equivalent qualification.

Holders of a good pre-2001 Magister from a recognised Polish university with a minimum overall grade of 4 out of 5, dobry ‘good’, and/or a good Swiadectwo Ukonczenia Studiów Podyplomowych (Certificate of Postgraduate Study) or post-2001 Magister from a recognised Polish university with a minimum overall grade of 4.5/4+ out of 5, dobry plus 'better than good', will be considered for entry to postgraduate research programmes.

Holders of a good Licenciado from a recognised university, or a Diploma de Estudos Superiores Especializados (DESE) from a recognised Polytechnic Institution, with a minimum overall grade of 16 out of 20, and/or a good Mestrado / Mestre (Masters) from a recognised university, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised Romanian Higher Education institution with a minimum overall grade of 8 out of 10, and will usually be required to have completed a Masters degree/Diploma de Master/Diploma de Studii Academice Postuniversitare (Postgraduate Diploma - Academic Studies) or Diploma de Studii Postuniversitare de Specializare (Postgraduate Diploma - Specialised Studies) to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Диплом Специалиста (Specialist Diploma) or Диплом Магистра (Magistr) degree from recognised universities in Russia (minimum GPA of 4.0) will be considered for entry to taught postgraduate programmes/PhD study.

Students who hold a 4-year Bachelor degree with at least 16/20 or 70% will be considered for Postgraduate Diplomas and Masters degrees.

Students who hold a Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees. A score of 14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2

Students who hold a Bachelor (Honours) degree from a recognised institution with a minimum GPA of 3.0/4.0 or 3.5/5.0 (or a score of 60-69% or B+) from a well ranked institution will be considered for most our Postgraduate Diplomas and Masters degrees with a 2:1 requirement.

Students holding a good Bachelors Honours degree will be considered for postgraduate study at Diploma or Masters level.

Holders of a good three-year Bakalár or pre-2002 Magister from a recognised Slovakian Higher Education institution with a minimum overall grade of 1.5, B, Vel’mi dobrý ‘very good’, and/or a good Inžinier or a post-2002 Magister from a recognised Slovakian Higher Education institution will be considered for entry to postgraduate research programmes.

Holders of a good Diploma o pridobljeni univerzitetni izobrazbi (Bachelors degree), Diplomant (Professionally oriented first degree), Univerzitetni diplomant (Academically oriented first degree) or Visoko Obrazovanja (until 1999) from a recognised Slovenian Higher Education institution with a minimum overall grade of 8.0 out of 10, and/or a good Diploma specializacija (Postgraduate Diploma) or Magister (Masters) will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor Honours degree (also known as Baccalaureus Honores / Baccalaureus Cum Honoribus) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (70%) or a distinction (75%).

Holders of a Masters degree will be considered for entry to postgraduate research programmes.

Holders of a Bachelor degree from a recognised South Korean institution (usually with the equivalent of a second class upper or a grade point average 3.0/4.0 or 3.2/4.5) will be considered for Masters programmes.

Holders of a good Masters degree from a recognised institution will be considered for PhD study on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 7 out of 10 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or a CGPA 3.30/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd), and/or a good Magisterexamen (Masters degree), International Masters degree or Licentiatexamen (comparable to a UK Mphil), will be considered for entry to postgraduate research programmes.

Holders of a good "PostGraduate Certificate" or "PostGraduate Diploma" or a Masters degree from a recognised Swiss higher education institution (with a minimum GPA of 5/6 or 8/10 or 2/5 (gut-bien-bene/good) for a 2.1 equivalence) may be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0, 3.5/5 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bachelor degree (from 75% to 85% depending upon the university in Taiwan) from a recognised institution will be considered for postgraduate Masters study. Holders of a good Masters degree from a recognised institution will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good Masters degree from a recognised institution will be considered for entry to our postgraduate research programmes.

Holders of a good Masters degree or Mphil from a recognised university will be considered for entry to postgraduate research programmes.

Students with a Bachelors degree from the following universities may be considered for entry to postgraduate programmes:

Ateneo de Manila University - Quezon City
De La Salle University - Manila
University of Santo Tomas
University of the Philippines - Diliman

Students from all other institutions with a Bachelors and a Masters degree or relevant work experience may be considered for postgraduate programmes.

Grading Schemes

1-5 where 1 is the highest 2.1 = 1.75 2.2 = 2.25

Out of 4.0 where 4 is the highest 2.1 = 3.0 2.2 = 2.5

Letter grades and percentages 2.1 = B / 3.00 / 83% 2.2 = C+ / 2.5 / 77%

Holders of a postdoctoral qualification from a recognised institution will be considered for PhD study. Students may be considered for PhD study if they have a Masters from one of the above listed universities.

Holders of a Lisans Diplomasi with a minimum grade point average (GPA) of 3.0/4.0 from a recognised university will be considered for postgraduate study at Diploma or Masters level.

Holders of a Yuksek Diplomasi from a recognised university will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (2.1) or GPA of 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree / Диплом бакалавра (Dyplom Bakalavra), Диплом спеціаліста (Specialist Diploma) or a Dyplom Magistra from a recognised Ukrainian higher education institution with a minimum GPA of 4.0/5.0, 3.5/4, 8/12 or 80% or higher for 2:1 equivalence and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

The University will consider students who hold an Honours degree from a recognised institution in the USA with a GPA of:

2.8 GPA (on a 4.0 scale) for entry to programmes with a 2:2 requirement
3.2 GPA (on a 4.0 scale) for entry to programmes with a 2:1 requirement

Please note that some subjects which are studied at postgraduate level in the USA, eg. Medicine and Law, are traditionally studied at undergraduate level in the UK.

Holders of the Magistr Diplomi (Master's degree) or Diplomi (Specialist Diploma), awarded by prestigious universities, who have attained high grades in their studies will be considered for postgraduate study. Holders of the Fanlari Nomzodi (Candidate of Science), where appropriate, will be considered for PhD study.

Holders of the Licenciatura/Título or an equivalent professional title from a recognised Venezuelan university may be considered for entry to a postgraduate degree programme. Scales of 1-5, 1-10 and 1-20 are used, an overall score of 70% or equivalent can be considered equivalent to a UK 2.1. Applicants for PhD level study will preferably hold a Maestria or equivalent qualification

Holders of a Bachelors degree from a recognised Vietnamese institution (usually achieved with the equivalent of a second class upper or a grade point average minimum GPA of 7.0 and above) will be considered for postgraduate study at Diploma or Masters level. Holders of a Masters degree (thac si) will be considered for entry to PhD programmes.

Students who hold a Masters degree with a minimum GPA of 3.5/5.0 or a mark of 2.0/2.5 (A) will be considered for Postgraduate Diplomas and Masters degrees.

Students who hold a good Bachelor Honours degree will be considered for Postgraduate Diplomas and Masters degrees.

We specialise and welcome applications from prospective research students interested in corpus linguistics, cognitive linguistics and psycholinguistics, and stylistics and discourse analysis.

A summary of our key research areas, and staff working within those, can be found below. General queries which are not subject-specific (including fees, scholarship enquiries and paperwork) are best directed to the College of Arts and Law Graduate School .

Applied linguistics and second language acquisition
Corpus linguistics
Discourse and analysis and stylistics
Sign language and gesture
Cognitive linguistics and psycholinguistics
Iconicity and figurative language
Sociolinguistics and language variation and change
Quantitative linguistics and data visualisation

Your degree will provide excellent preparation for your future career, but this can also be enhanced by a range of employability support services offered by the University and the College of Arts and Law.

The University's Careers Network provides expert guidance and activities especially for postgraduates, which will help you achieve your career goals. The College of Arts and Law also has a dedicated careers and employability team who offer tailored advice and a programme of College-specific careers events.

You will be encouraged to make the most of your postgraduate experience and will have the opportunity to:

Receive one-to-one careers advice, including guidance on your job applications, writing your CV and improving your interview technique, whether you are looking for a career inside or outside of academia
Meet employers face-to-face at on-campus recruitment fairs and employer presentations
Attend an annual programme of careers fairs, skills workshops and conferences, including bespoke events for postgraduates in the College of Arts and Law
Take part in a range of activities to demonstrate your knowledge and skills to potential employers and enhance your CV

What’s more, you will be able to access our full range of careers support for up to 2 years after graduation.

Postgraduate employability: English Language and Linguistics

Birmingham's English Language and Linguistics postgraduates develop a broad range of transferable skills that are highly valued by employers, particularly in relation to verbal and written communication. They also develop crucial skills in organisation, time management, analysis and interpretation of information.

Many of our graduates enter roles for which their programme has prepared them, such as becoming a language analyst or data scientist. Others use their transferable skills in a wide range of occupations including teaching, research administration and events.

Online chat events
Ask our students

Future Students
Current Students
Faculty/Staff

Ed Data Science

Ed Data Science Home
Program Information
Program Faculty
Students & Alumni

Master's Programs

Education Data Science

Implementing technology in the classroom requires a teacher to negotiate their pedagogical, academic, and contextual knowledge with the uncertainties of technology. This work takes a mixed methods approach to dissect transcriptions of co-design and professional learning sessions as teachers adopt text-based data visualizations in their middle school English language arts (ELA) classrooms and, upon discussion of findings, will share some key recommendations for educators interested in implementing this technology in their own classrooms and, specifically, which types of data visualizations are suitable for different use cases.

Stanford Graduate School of Education

482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

Contact Admissions
GSE Leadership
Site Feedback
Web Accessibility
Career Resources
Faculty Open Positions
Explore Courses
Academic Calendar
Office of the Registrar
Cubberley Library
StanfordWho
StanfordYou

Improving lives through learning

Stanford Home
Maps & Directions
Search Stanford
Emergency Info
Terms of Use
Non-Discrimination
Accessibility

Graduate Student Handbook (Coming Soon: New Graduate Student Handbook)

Phd program overview.

The PhD program prepares students for research careers in probability and statistics in academia and industry. Students admitted to the PhD program earn the MA and MPhil along the way. The first year of the program is spent on foundational courses in theoretical statistics, applied statistics, and probability. In the following years, students take advanced topics courses. Research toward the dissertation typically begins in the second year. Students also have opportunities to take part in a wide variety of projects involving applied probability or applications of statistics.

Students are expected to register continuously until they distribute and successfully defend their dissertation. Our core required and elective curricula in Statistics, Probability, and Machine Learning aim to provide our doctoral students with advanced learning that is both broad and focused. We expect our students to make Satisfactory Academic Progress in their advanced learning and research training by meeting the following program milestones through courseworks, independent research, and dissertation research:

By the end of year 1: passing the qualifying exams;

By the end of year 2: fulfilling all course requirements for the MA degree and finding a dissertation advisor;

By the end of year 3: passing the oral exam (dissertation prospectus) and fulfilling all requirements for the MPhil degree

By the end of year 5: distributing and defending the dissertation.

We believe in the Professional Development value of active participation in intellectual exchange and pedagogical practices for future statistical faculty and researchers. Students are required to serve as teaching assistants and present research during their training. In addition, each student is expected to attend seminars regularly and participate in Statistical Practicum activities before graduation.

We provide in the following sections a comprehensive collection of the PhD program requirements and milestones. Also included are policies that outline how these requirements will be enforced with ample flexibility. Questions on these requirements should be directed to ADAA Cindy Meekins at [email protected] and the DGS, Professor John Cunningham at [email protected] .

Applications for Admission

Our students receive very solid training in all aspects of modern statistics. See Graduate Student Handbook for more information.
Our students receive Fellowship and full financial support for the entire duration of their PhD. See more details here .
Our students receive job offers from top academic and non-academic institutions .
Our students can work with world-class faculty members from Statistics Department or the Data Science Institute .
Our students have access to high-speed computer clusters for their ambitious, computationally demanding research.
Our students benefit from a wide range of seminars, workshops, and Boot Camps organized by our department and the data science institute .
Suggested Prerequisites: A student admitted to the PhD program normally has a background in linear algebra and real analysis, and has taken a few courses in statistics, probability, and programming. Students who are quantitatively trained or have substantial background/experience in other scientific disciplines are also encouraged to apply for admission.
GRE requirement: Waived for Fall 2024.
Language requirement: The English Proficiency Test requirement (TOEFL) is a Provost's requirement that cannot be waived.
The Columbia GSAS minimum requirements for TOEFL and IELTS are: 100 (IBT), 600 (PBT) TOEFL, or 7.5 IELTS. To see if this requirement can be waived for you, please check the frequently asked questions below.
Deadline: Jan 8, 2024 .
Application process: Please apply by completing the Application for Admission to the Columbia University Graduate School of Arts & Sciences .
Timeline: P.hD students begin the program in September only. Admissions decisions are made in mid-March of each year for the Fall semester.

Frequently Asked Questions

What is the application deadline? What is the deadline for financial aid? Our application deadline is January 5, 2024 .
Can I meet with you in person or talk to you on the phone? Unfortunately given the high number of applications we receive, we are unable to meet or speak with our applicants.
What are the required application materials? Specific admission requirements for our programs can be found here .
Due to financial hardship, I cannot pay the application fee, can I still apply to your program? Yes. Many of our prospective students are eligible for fee waivers. The Graduate School of Arts and Sciences offers a variety of application fee waivers . If you have further questions regarding the waiver please contact gsas-admissions@ columbia.edu .
How many students do you admit each year? It varies year to year. We finalize our numbers between December - early February.
What is the distribution of students currently enrolled in your program? (their background, GPA, standard tests, etc)? Unfortunately, we are unable to share this information.
How many accepted students receive financial aid? All students in the PhD program receive, for up to five years, a funding package consisting of tuition, fees, and a stipend. These fellowships are awarded in recognition of academic achievement and in expectation of scholarly success; they are contingent upon the student remaining in good academic standing. Summer support, while not guaranteed, is generally provided. Teaching and research experience are considered important aspects of the training of graduate students. Thus, graduate fellowships include some teaching and research apprenticeship. PhD students are given funds to purchase a laptop PC, and additional computing resources are supplied for research projects as necessary. The Department also subsidizes travel expenses for up to two scientific meetings and/or conferences per year for those students selected to present. Additional matching funds from the Graduate School Arts and Sciences are available to students who have passed the oral qualifying exam.
Can I contact the department with specific scores and get feedback on my competitiveness for the program? We receive more than 450 applications a year and there are many students in our applicant pool who are qualified for our program. However, we can only admit a few top students. Before seeing the entire applicant pool, we cannot comment on admission probabilities.
What is the minimum GPA for admissions? While we don’t have a GPA threshold, we will carefully review applicants’ transcripts and grades obtained in individual courses.
Is there a minimum GRE requirement? No. The general GRE exam is waived for the Fall 2024 admissions cycle.
Can I upload a copy of my GRE score to the application? Yes, but make sure you arrange for ETS to send the official score to the Graduate School of Arts and Sciences.
Is the GRE math subject exam required? No, we do not require the GRE math subject exam.
What is the minimum TOEFL or IELTS requirement? The Columbia Graduate School of Arts and Sciences minimum requirements for TOEFL and IELTS are: 100 (IBT), 600 (PBT) TOEFL, or 7.5 IELTS
I took the TOEFL and IELTS more than two years ago; is my score valid? Scores more than two years old are not accepted. Applicants are strongly urged to make arrangements to take these examinations early in the fall and before completing their application.
I am an international student and earned a master’s degree from a US university. Can I obtain a TOEFL or IELTS waiver? You may only request a waiver of the English proficiency requirement from the Graduate School of Arts and Sciences by submitting the English Proficiency Waiver Request form and if you meet any of the criteria described here . If you have further questions regarding the waiver please contact gsas-admissions@ columbia.edu .
My transcript is not in English. What should I do? You have to submit a notarized translated copy along with the original transcript.

Can I apply to more than one PhD program? You may not submit more than one PhD application to the Graduate School of Arts and Sciences. However, you may elect to have your application reviewed by a second program or department within the Graduate School of Arts and Sciences if you are not offered admission by your first-choice program. Please see the application instructions for a more detailed explanation of this policy and the various restrictions that apply to a second choice. You may apply concurrently to a program housed at the Graduate School of Arts and Sciences and to programs housed at other divisions of the University. However, since the Graduate School of Arts and Sciences does not share application materials with other divisions, you must complete the application requirements for each school.

How do I apply to a dual- or joint-degree program? The Graduate School of Arts and Sciences refers to these programs as dual-degree programs. Applicants must complete the application requirements for both schools. Application materials are not shared between schools. Students can only apply to an established dual-degree program and may not create their own.

With the sole exception of approved dual-degree programs , students may not pursue a degree in more than one Columbia program concurrently, and may not be registered in more than one degree program at any institution in the same semester. Enrollment in another degree program at Columbia or elsewhere while enrolled in a Graduate School of Arts and Sciences master's or doctoral program is strictly prohibited by the Graduate School. Violation of this policy will lead to the rescission of an offer of admission, or termination for a current student.

When will I receive a decision on my application? Notification of decisions for all PhD applicants generally takes place by the end of March.

Notification of MA decisions varies by department and application deadlines. Some MA decisions are sent out in early spring; others may be released as late as mid-August.

Can I apply to both MA Statistics and PhD statistics simultaneously? For any given entry term, applicants may elect to apply to up to two programs—either one PhD program and one MA program, or two MA programs—by submitting a single (combined) application to the Graduate School of Arts and Sciences. Applicants who attempt to submit more than one Graduate School of Arts and Sciences application for the same entry term will be required to withdraw one of the applications.

The Graduate School of Arts and Sciences permits applicants to be reviewed by a second program if they do not receive an offer of admission from their first-choice program, with the following restrictions:

This option is only available for fall-term applicants.
Applicants will be able to view and opt for a second choice (if applicable) after selecting their first choice. Applicants should not submit a second application. (Note: Selecting a second choice will not affect the consideration of your application by your first choice.)
Applicants must upload a separate Statement of Purpose and submit any additional supporting materials required by the second program. Transcripts, letters, and test scores should only be submitted once.
An application will be forwarded to the second-choice program only after the first-choice program has completed its review and rendered its decision. An application file will not be reviewed concurrently by both programs.
Programs may stop considering second-choice applications at any time during the season; Graduate School of Arts and Sciences cannot guarantee that your application will receive a second review.
What is the mailing address for your PhD admission office? Students are encouraged to apply online . Please note: Materials should not be mailed to the Graduate School of Arts and Sciences unless specifically requested by the Office of Admissions. Unofficial transcripts and other supplemental application materials should be uploaded through the online application system. Graduate School of Arts and Sciences Office of Admissions Columbia University 107 Low Library, MC 4303 535 West 116th Street New York, NY 10027
How many years does it take to pursue a PhD degree in your program? Our students usually graduate in 4‐6 years.
Can the PhD be pursued part-time? No, all of our students are full-time students. We do not offer a part-time option.
One of the requirements is to have knowledge of linear algebra (through the level of MATH V2020 at Columbia) and advanced calculus (through the level of MATH V1201). I studied these topics; how do I know if I meet the knowledge content requirement? We interview our top candidates and based on the information on your transcripts and your grades, if we are not sure about what you covered in your courses we will ask you during the interview.
Can I contact faculty members to learn more about their research and hopefully gain their support? Yes, you are more than welcome to contact faculty members and discuss your research interests with them. However, please note that all the applications are processed by a central admission committee, and individual faculty members cannot and will not guarantee admission to our program.
How do I find out which professors are taking on new students to mentor this year? Applications are evaluated through a central admissions committee. Openings in individual faculty groups are not considered during the admissions process. Therefore, we suggest contacting the faculty members you would like to work with and asking if they are planning to take on new students.

For more information please contact us at [email protected] .

For more information please contact us at [email protected]

Upcoming Events

Communication Sciences and Disorders

Us news & world report ranks iowa audiology, speech-language pathology among the top in the nation.

Two UIowa programs in the Department of Communication Sciences and Disorders (CSD) are once again recognized among the best in their field according to the U.S. News & World Report Best Graduate Schools rankings for 2024 .

Iowa’s audiology program is again ranked second best in the nation and remains the top public institution training audiologists. The speech-language pathology program climbed in the rankings to fifth and is now the third-ranked public institution. CSD is housed in the College of Liberal Arts and Sciences.

New rankings of nation-wide Audiology and Speech-Language Pathology graduate programs is available on the USNWR website.

“We are focused on training outstanding audiologists and speech-language pathologists,” said Eric Hunter , DEO and Harriet B. and Harold S. Brady Chair in Liberal Arts and Sciences. “These rankings recognize the daily efforts of our remarkable faculty and staff, who consistently strive to provide exceptional education to our students.”

“Together, we are shaping the future of audiology and speech-language pathology, and we will continue to lead the way in delivering excellence,” Hunter added.

Hunter, who has been at Iowa since August 2023 and is a nationally recognized expert in the field, was the first hire under the University of Iowa’s Transformational Faculty Hiring Program, which is aimed at attracting world-class faculty to strategic programs and areas of excellence. He received a PhD from Iowa’s Department of Communication Sciences and Disorders program in 2001.

Iowa has long been a leader in communication sciences and disorders dating back to 1897, when the university, led by Carl Seashore’s pioneering work, developed speech pathology as a discipline of study.

“CLAS is proud of our faculty and staff who continue to guide this storied program into the future,” said Dean Sara Sanders. “Because of their tremendous talent and dedication to their research and teaching, CSD continues to be at the forefront of audiology and speech-language pathology.”

The university, college, and department continue to lead, ensuring students access to unparalleled opportunities. Construction has started on a new $249 million building that will provide a state-of-the-art learning space for Iowa students studying in the Department of Communication Sciences and Disorders, Department of Health and Human Physiology, and the Carver College of Medicine’s Department of Physical Therapy and Rehabilitation Science.

Substantial completion of the building is anticipated in 2025.

NOTICE: The University of Iowa Center for Advancement is an operational name for the State University of Iowa Foundation, an independent, Iowa nonprofit corporation organized as a 501(c)(3) tax-exempt, publicly supported charitable entity working to advance the University of Iowa. Please review its full disclosure statement.

Select language

Two PhD Candidates to Montpellier for a unique learning journey

'feed-protect-care global collaborative phd platform'.

Imagine a gathering of 30 PhD Candidates from across the globe, all passionate about building a more sustainable food system. This vision became a reality as part of the 'Feed-Protect-Care Global Collaborative PhD Platform' held in March 2024. Two PhD Candidates from Utrecht University, Clara Colonna (Agri-food Law) and Sara Ramezani (Urban Planning), embarked on a unique learning journey in Montpellier, south France.

Interdisciplinary and challenging training

The program at Montpellier University brought together PhD Candidates from diverse disciplines of agri-food systems and continents, fostering a vibrant exchange of knowledge. The first week combined theoretical lectures on sustainable food systems with practical field trips. The early-career researchers delved into the daily challenges faced by local farmers, city policymakers, and food shops in Montpellier. This immersive experience allowed them to connect theory with real-world applications. The second week saw the PhD candidates actively participate in the Montpellier Global Days , an international event focused on bridging the gap between science and policy-making.

Stimulating Experience

While not directly related to their core research projects, both Sara Ramezani and Clara Colonna found the program immensely valuable. Clara reflects, "While the impact of this training on my own research is indirect, I have learnt so much from these ten days in Montpellier. It was absolutely inspiring to see what the city is doing for the agroecological transition, what can work on a local level and what slows down such a change. On a personal level, it was an enriching experience as well. I engaged with bright researchers from various backgrounds and learned how to work in interdisciplinary teams. Sometimes it was quite demanding given cultural and knowledge differences. To make things work as a group, we needed to remain open and think out of the box. Eventually, as we spent most of the time together with the other PhD Candidates, and visiting Montpellier’ surroundings, I also made great friends." Sara echoes this sentiment, highlighting the program's emphasis on collective learning: "I saw the Montpellier events as an opportunity to explore entirely new approaches to research. What struck me most was the emphasis on collective learning. Witnessing the city's agroecological transition wasn't just about acquiring information; it was a collaborative exploration of challenges and opportunities. The participatory methods were instrumental in this shared journey. Engaging with researchers from such diverse backgrounds was a masterclass in interdisciplinary collaboration. We were constantly learning from each other's perspectives. This emphasis on collective learning resonated deeply with me”.

A Broader Impact

Programs like the Feed-Protect-Care Global Collaborative PhD Platform not only enrich the academic journeys of individual researchers but also foster international collaborations and critical thinking. As Sara explains, “The workshops held both during the training and during the Montpellier Global Days event solidified my belief that by learning together, sharing knowledge openly, and fostering dialogue, we can build a more sustainable future. I'm confident that these methods, the hands-on experience, and the connections built will be instrumental in shaping my research and future collaborations as I strive toward a more sustainable world”.

For Clara, the Global Days event was the ‘extra bonus’ : “it was so rewarding to be able to discuss the role of science with experienced researchers and policy-makers coming from Africa and South America. As a legal researcher, I quickly understood that the laws that are made here, in Europe, sometimes directly impact other continents’ food production and trade. This high-level event made me want to continue learning from local experiences”.

After these sessions in Montpellier, two PhD Candidates are already thinking about the future, continuing to share their respective research and looking forward to future seminars.

Share on LinkedIn
Share on Facebook

Utrecht University Heidelberglaan 8 3584 CS Utrecht The Netherlands Tel. +31 (0)30 253 35 50

IMAGES

PhD in Language and Communication
PhD in Applied Linguistics
5 Methods To Learn A Language
PhD in Linguistics
PhD in Language and Communication
PhD studies in Language and Literacy Education, School of Education

VIDEO

Khallid Shabazz PhD Language is important
Why PhD Students Leave India
PhD overview pt 3.wmv
Learning Foreign Language Vocabulary
Couple Goals for Our Life 2024
You CAN Learn A Language While You Sleep. Here's The SCIENCE

COMMENTS

Ph.D. in Educational Linguistics
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 ...
Ph.D. in Language Science
Ph.D. inLanguage Science. Language Science. UCI language scientist Richard Futrell studies how language - a unique feature of human beings - evolved into what we use today. A programmatic powerhouse. Full financial aid and funding. A lens-worthy location. The reasons students choose the UC Irvine School of Social Sciences for their graduate ...
Applied Linguistics and Language Education, Ph.D.
The doctoral program is primarily focused on language education in pre-kindergarten through high school settings in the US. The program provides competitive financial support packages for all admitted students. Applied Linguistics and Language Education (ALLE) faculty and doctoral students run an important center on campus, called the ...
Language Education and Multilingualism, PhD
Our doctoral program in language education and multilingualism focuses on preparing you for research, teaching and administrative posts in colleges and universities, and for positions of educational leadership in the schools or in state education departments. The mission of our program is to foster the development of foreign/second/bilingual language education practitioners and ...
Ph.D. Program
Ph.D. Program. The main components of the Linguistics Ph.D. program are as follows: Course Requirements. Language Requirement. Generals Papers. Dissertation. Extra Funding Availability. All requirements, including two generals papers, should ideally be completed by the end of the third year, but in no case later than the end of the fourth.
Doctor of Philosophy (PhD) in Literacy and Language Education
Graduate Programs. 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 ...
Second Language Acquisition, Ph.D.
Second Language Acquisition, Ph.D. Second language acquisition (SLA) is the systematic study of learning, using, and sometimes losing any form of language beyond the mother tongue. SLA is a burgeoning research field because today there are more people on the planet who use at least two languages than there are monolinguals.
Ph.D. in Education Program: Learning, Cognition, Instruction, and
Office of Graduate and Professional Admissions Rutgers. The State University of New Jersey 56 Bevier Rd, ASB Annex I Piscataway, NJ 08854, U.S.A. Download the the complete guide on how to apply for the Ph.D. Program with LCID Concentration with Specialization in Language Education at the Rutgers University Graduate School of Education.
PhD in Language, Literacy, and Culture
The PhD in Language, Literacy, and Culture (LLC) is focused on the study of cultural, linguistic, social, psychological, and political perspectives on teaching, learning, and teacher education. LLC is an expansive scholarly landscape that provides opportunities for students to conduct research that will transform education.
Teaching and Learning, Policy and Leadership, (Ph.D.)
The doctoral program is primarily focused on the study of language and literacy learning in pre-kindergarten through high school settings in the US. It is designed to prepare students as researchers, curriculum specialists, teacher educators, and educational leaders who work effectively with children, families, and communities engaged in ...
Foreign, Second and Multilingual Language Education specialization in
The doctoral program in Foreign, Second and Multilingual Language Education trains you to become a world-class scholar and an academic leader at universities across the globe. The rigorous education of the program along with the support and perspectives from faculty will hone your expertise and prepare you for your future career.
Doctor of Philosophy in Language and Literacy Education (PhD)
Doctoral students focus on critical and contemporary issues at the intersections of language and literacy learning and cultural and societal transformation. Students in our programs are teachers and other professional educators who engage in courses, conversations and research addressing a broad range of issues and contexts - in and out of schools, nationally and internationally, and across ...
Applied Linguistics & Second Language Acquisition Ph.D. 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.
PhD Applied Linguistics at NAU
Student Learning Outcomes Upon completion of the PhD in Applied Linguistics, students will have: Advanced critical and analytical knowledge of the structure and uses of the English language, English language discourse processes and genres, the development of second language learning processes in their diverse cultural contexts, and the ...
Language, Literacy, and Culture
Language, Literacy, and Culture. The Language, Literacy, and Culture (LLC) doctoral program investigates language and literacy practices in relation to sociocultural, historical, technological, and ideological formations. In their research and teaching, our faculty members represent interdisciplinary areas of study across the humanities, social ...
About MLE
Multilingual Language Education. The PhD in Teaching & Learning with a specialization in Multilingual Language Education is a research-intensive program in applied linguistics and educational linguistics related to TESOL, world/foreign language education, and bilingual education. Deadline: December 1. APPLY NOW.
PhD Programmes
We offer four PhD programmes: The PhD in Applied Linguistics is an interdisciplinary programme run jointly with the Department of Education. It addresses language learning, second language acquisition, EFL, language policy, and language processing. The PhD in Language and Communication is an interdisciplinary programme involving Education ...
Language, Education and Society, PhD
The PhD in Language, Education, and Society is a research-intensive environment studying how language and social processes are related to educational issues. Students and faculty are engaged with issues of language, culture and learning in school and non-school settings and believe that some of the most difficult problems in education and ...
PhD, Teaching and Learning
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 ...
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.
Online PhD in English Language Learning
PhD in English Language Learning. For education professionals with a desire to be an active scholar in the field of education and make significant contributions to the existing body of knowledge, the Doctor of Philosophy (PhD) in Education program can take both your research skills and career options to a higher level. The program begins with a ...
Second Language Acquisition, PhD < University of Iowa
FLARE stands for Foreign Language Acquisition Research and Education, and it is the name of the interdisciplinary unit that sponsors the second language PhD program.Students are able to take a variety of courses taught by affiliated faculty members from a number of departments and programs across campus.. The second language acquisition (SLA) doctoral program emphasizes theory, research, and ...
PhD English Language and Applied Linguistics via distance learning
There are two distance learning PhD programmes in English Language and Applied Linguistics: a standard programme and a modular programme. There is no assessed taught component, but students follow online research training modules. ... Distance learning PhD: Fees for students joining between September 2023 and August 2024 are as follows: £ ...
Learning the Curve: Language Factors that Influence How ELA Teachers
This work takes a mixed methods approach to dissect transcriptions of co-design and professional learning sessions as teachers adopt text-based data visualizations in their middle school English language arts (ELA) classrooms and, upon discussion of findings, will share some key recommendations for educators interested in implementing this ...
Department of Statistics
PhD Program Overview. The PhD program prepares students for research careers in probability and statistics in academia and industry. Students admitted to the PhD program earn the MA and MPhil along the way. The first year of the program is spent on foundational courses in theoretical statistics, applied statistics, and probability.
US News & World Report ranks Iowa audiology, speech-language pathology
New rankings of nation-wide Audiology and Speech-Language Pathology graduate programs is available on the USNWR website."We are focused on training outstanding audiologists and speech-language pathologists," said Eric Hunter, DEO and Harriet B. and Harold S. Brady Chair in Liberal Arts and Sciences. ... Construction has started on a new ...
Two PhD Candidates to Montpellier for a unique learning journey
This vision became a reality as part of the 'Feed-Protect-Care Global Collaborative PhD Platform' held in March 2024. Two PhD Candidates from Utrecht University, Clara Colonna (Agri-food Law) and Sara Ramezani (Urban Planning), embarked on a unique learning journey in Montpellier, south France. Interdisciplinary and challenging training.

Search form

What Sets Us Apart

Sample courses

Our Faculty

Our Graduates

Alumni Careers

Admissions & Financial Aid

Related News & Research

Penn GSE affordability expert offers takeaways on the new FAFSA

Zimmerman discusses divergent laws creating different curriculum in red and blue states in “Washington Post”

With Project SHARPE, Penn GSE’s Daché documents reparations in higher ed

Working Papers in Educational Linguistics

You May Be Interested In

Related Topics

Department Chair

Graduate Director

Graduate Advisor

connect with us

Language Education and Multilingualism, PhD

On this page:

Program Overview

Application Requirements

Program Faculty

Questions About the Admission Process?

Chat with a Student Ambassador

Department of Linguistics

Progress to the Degree (updated 7/1/2015)

A.M. Degree (updated 7/1/2015)

Course Descriptions

Doctor of Philosophy (PhD) in Literacy and Language Education

Program Requirements

Curriculum and Instruction Foundations Core (15 credit hours)

Curriculum and Instruction Research Core (minimum of 12 credit hours)

Literacy & Language Education Cluster Areas (minimum of 12 credit hours)

Janet Alsup

Graduate School Resources

Program Resources

Minimum Graduate School Requirements

MODE OF INSTRUCTION

CURRICULAR REQUIREMENTS

Graduate School Policies

Major-Specific Policies

UW–Madison Undergraduate

UW–Madison University Special

ADVISOR / COMMITTEE

CREDITS PER TERM ALLOWED

grievances and appeals

Contact Information

PhD in Language, Literacy, and Culture

Word Cloud – Publications

View Examples of Student Dissertations and Milestone Papers

Degree Requirements

Take the Next Step

Tinukwa Boulder

Patricia A. Crawford

M. Beatrice Dias

Martez Files

Amanda Godley

Katrina Bartow Jacobs

Lindsay Clare Matsumura

Emily C. Rainey

Khirsten L. Scott

Veena Vasudevan

Teaching and Learning, Policy and Leadership, (Ph.D.) - Language, Literacy, and Social Inquiry Specialization

Integrated Department Core

Specialization Core

Breadth Requirement

Intermediate and Advanced Research Methods

Doctoral Seminars

Dissertation

Applied Linguistics and Language Education (ALLE) Faculty

Literacy Education Faculty

CATALOG AND POLICIES

FORMS

Canadian Immigration Updates

What makes the program unique?

Quick Facts

English Language Test

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

IELTS: International English Language Testing System