phd in world language education

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Language Education and Multilingualism, PhD

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

On this page:

Why language education and multilingualism at ub.

The features of our program include:

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

Program Overview

Career Opportunities

You'll find our alumni leading their field as:

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

Program Coursework

Your program of study requires 72 credit hours:

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

Program Faculty

Tasha Austin

Assistant Professor Learning And Instruction

505 Baldy Hall Buffalo, NY 14260 Buffalo, NY 14260

Phone: 716-645-2455

Email: [email protected]

Janina Brutt-Griffler

Professor Learning And Instruction

562 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4066

Email: [email protected]

Erin Kearney

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]

Application Requirements

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

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

Submit your completed online application, which includes:

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

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

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

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

In-State Residency Tuition

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

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

International Applicant Additional Requirements

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

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

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

Questions About the Admission Process?

Office of Graduate Admission

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

Chat with a Student Ambassador

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

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

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

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

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

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

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

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

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

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

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

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

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

• Ph.D. Yearly Progress Form (PDF)
• Ph.D. Student Handbook (PDF)
• Journal Articles Dissertation Format (PDF)

Our Faculty

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

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

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

Financial Assistance

Research assistantships and fellowships.

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

Teaching Assistantships

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

Additional Funding Opportunities

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

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

How to Apply

Applicant requirements.

To be considered for our doctoral program, we

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

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

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

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

Apply to the University of Georgia

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

Start A Graduate School Application

Deadline To Apply

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

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

Log Into Existing Application

Additional Resources

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

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

Meet the Faculty

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

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

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

Tuition Rates   Browse Financial Aid

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

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

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Language Education in Multilingual Contexts: Ph.D. - Doctor of Philosophy in Education

Students of the Ph.D. in education-language education in multilingual contexts program do research that plays a key role in advancing knowledge and serving the needs of multilingual students and their teachers in Virginia, the nation, and the world.

At a Glance

Program results.

Ph.D. - Doctor of Philosophy in Education

–Language Education in Multilingual Contexts

Program Type

Application deadline, about this program.

The Ph.D. in education with a concentration in language education in multilingual contexts program provides opportunities for students to pursue research interests related to teaching and learning in preK-12 second language, foreign/world language, and bi/multilingual educational settings.

Students in this program have rich research and teaching experiences at UVA and become part of a national network of new-generation researchers. They become researchers on day one of the program and continue to partner with faculty in research and teaching experiences that prepare them to succeed in their careers as educational scholars.

Students attend classes, work on mentored and collaborative research, and engage in a range of teaching and supervisory roles. They build theoretical, methodological, and empirical expertise through coursework focused on language education as well as hands-on research with faculty researchers in multilingual preK-12 school contexts.

Career Opportunities include:

• University settings – conducting research in research intensive universities, teaching and/or conducting research in all types of higher ed institutions
• School districts - directing programs or conducting professional development in preK-12 second language, foreign/world language, and bi/multilingual educational settings
• Government educational agencies – developing language policies and programs
• Non-governmental agencies (NGOs) – conducting research and/or professional development
• Request Information

Program Overview

Admission requirements.

Admission requirements that apply specifically to this program are listed below:

• We recommend – though do not require – that applicants have completed a master’s degree and have three years of preK-12 teaching experience with multilingual students in public or private schools (or other informal schooling contexts).
• Prospective students often ask what aspects of the application are given the most weight when being considered for acceptance into the program. Each application is looked at as a whole. One factor that is consistently important is the statement of professional goals. This reflection is the best way to communicate who you are and how you would fit into the program.
• Applications must include a professional goal statement (four double-spaced pages suggested) and a writing sample (10 to 15 double-spaced pages suggested) from the applicant’s master's program or equivalent.

Visit our  Graduate Admission  page for the full admission process.

Graduate Admission

Application for admission is made to the School of Education and Human Development Office of Admission & Enrollment. For more information about the graduate admission process, please visit our Graduate Admission page.

To learn more about specific courses taken as part of the completion of this degree, visit the graduate record website. These webpages represent the official repository for academic program requirements. 

The Ph.D. in education – language education in multilingual contexts program requires a minimum of 72 hours, including at least 54 credits of coursework. The 54 credits include content courses and research methodology courses. In addition, students must complete 6 research apprenticeship credits and 12 dissertation credits. At least 36 course and apprenticeship credits must be completed after admission to the program. (Students entering the doctoral program with a master’s degree can apply up to 24 hours of credit to their doctoral studies, provided that the faculty advisor and program committee members agree that the courses are comparable to specific courses required in the doctoral program.)

Additional courses will be determined according to the student's area of specialization in coordination with the program committee and faculty advisor.

Required core courses include:

• EDIS 7842: Teaching ELLs: Theory, Policy and Practice  
• EDIS 7840: Discourse Analysis in Educational Settings
• EDIS 8855: Education & Diversity
• At least one 3-credit course taken outside the School of Education to draw upon the interdisciplinary nature of Language Education and expertise across UVA grounds.

Strongly recommended core courses include:

• EDIS 7886: Comprehension of Texts
• EDIS 7845: Writing: Research, Teaching & Learning
• EDIS 8810: Policy Perspectives on Teaching and Teacher Education
• Research Requirements: A minimum of 24 semester hours of core coursework is required.

Required research courses include:

• EDIS 7852: Reading the Research
• EDLF 7300: Foundations of Educational Research  
• EDLF 5330: Educational Statistics I
• EDLF 7420: Experimental Design or EDLF 8310: Correlation and Regression Analysis
• EDLF 7404: Qualitative Analysis  
• At least 9 hours of additional courses in research design, methods, measurement, and/or statistics. These will be determined in consultation with the faculty advisor and program committee.

Course Descriptions

Information on courses that are part of the Ph.D. in education with a focus in language education in multilingual contexts curriculum can be found on the UVA graduate record website.

Program Life

Ph.D. in education-language education in multilingual contexts students engage in a range of activities through the program, including working on research with other students and faculty members; taking courses in educational research, language education, and related fields; preparing presentations and papers for conferences; teaching or supervising pre-service teachers; attending talks at the School of Education and Human Development and across UVA; and working alongside practitioners.

Benefits that are unique to the School of Education and Human Development are:

• Flexibility – students can personalize the program by choosing courses that focus on their future career track and particular interests in language education.
• Interdisciplinarity – course selection is drawn from a range of programs in order to build comprehensive knowledge.
• Course selection – students can learn from experts across UVa by taking one or more courses from other schools in the university outside of the School of Education and Human Development.
• Faculty expertise  – the faculty who lead and teach in this program are leaders in the multilingual education field.
• Advising is 1:1 - faculty work extensively with students on research and other Ph.D. milestones.

Students will complete all program milestones currently required of Ph.D. students in the Curriculum, Instruction, and Special Education (CISE) Department, such as the preliminary exam, Qualifying Paper, Comprehensive Exams, Dissertation Proposal, and Dissertation Defense, in keeping with current departmental and school guidelines.

Departmental fellowships and assistantships are provided to a select number of applicants each year. A typical funding package includes funding for nine months in a combination of wages and stipends, tuition and all mandatory fees, and funds to cover student health insurance costs. The University also offers a limited number of competitive fellowships for which students enrolled in Ph.D. programs may apply.

Visit the  Fellowships, Scholarships, and Awards  page for additional funding opportunities.

Program Faculty

Chris Chang-Bacon

• Assistant Professor

• 434-297-8175
• [email protected]

Ridley Hall 180 PO Box 400273 405 Emmet Street S Charlottesville, VA 22903

Admission & Enrollment

Engaging with prospective students and families on the process of applying to our school.

• 434-924-0742
• Ridley Hall 102
• Monday-Friday: 8:30 am - 5:00 pm

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Doctor of Philosophy in Teaching and Learning, Multilingual Language Education

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

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

Funding Opportunities

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

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

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

Degree Requirements

Prerequisites

Master’s degree.

Program start

Autumn Semester

Deadline to apply

Minimum Program hours

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

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

Teaching & Learning PhD Virtual Info Session Oct 22, 2024 5:00 pm Eastern Time (US and Canada)

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Application checklist

View application checklist

University of South Florida

Department of World Languages

TAMPA | ST. PETERSBURG | SARASOTA-MANATEE

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Ph.d. linguistics and applied language studies (lals).

The Ph.D. program in Linguistics and Applied Language Studies (LALS) prepares students for research and teaching in the interdisciplinary field of Applied Linguistics. Applied linguists address a broad range of language-related issues, to better understand how language functions both in the lives of individuals and in society. The LALS program at the University of South Florida emphasizes multiple theoretical and methodological approaches.  We offer specializations in the following subdisciplines:  the analysis of spoken and written texts, multilingualism, second language acquisition, and sociolinguistics. Through its curriculum, as well as through close mentoring between faculty and students, the LALS program emphasizes real-world, practical applications to language-related problems and prepares students with the 21st century skills necessary to succeed in both academic and industry careers.

Why Study Here?

Faculty-Student Collaboration   Our faculty are committed to supporting student intellectual and professional development through active mentoring.  One form of mentoring is faculty-student collaborative research which allows students to work closely with faculty on research projects of common interests and to co-present/co-publish the findings with the faculty. Faculty-student collaborations have produced co-authored articles in journals as  CALICO Journal, CALL, Discourse, Context & Media, Ethnography and Education, Foreign Language Annals, Journal of Multilingual and Multicultural Development, Journal of Sociolinguistics, International Journal of Bilingual Education and Bilingualism, International Journal of Multilingualism, International Journal of Studies in Applied Linguistics and ELT, Language Teaching Research, Study Abroad Research in Second Language Acquisition and International Education, TESL–EJ, TESOL Journal, TESOL Quarterly, and  Writing Pedagogy.

Faculty-student collaborations have also produced dozens of presentations at international and national conferences such as the American Association of Applied Linguistics (AAAL) Conference, the American Council on the Teaching of Foreign Languages Conference (ACTFL), Association for Business Communication conference, the CLIC Conference on Study Abroad (for 2017), the Georgetown University Round Table (GURT), the Language Teacher Education (LTE) Conference,  the Second Language Research Forum (SLRF), the Symposium on Second Language Writing, the Convention of Teachers of English to Speakers of Other Languages (TESOL), and the Teaching and Language Corpora Conference.

Location University of South Florida is located in the vibrant and diverse Greater Tampa Bay area with a population of more than four million. The Tampa Bay area offers a multitude of cultural and recreational activities year around and boasts of one of the best airports in the world. Local attractions include beautiful beaches in Clearwater and Saint Petersburg and the world-famous Disney parks are just a short drive away in Orlando. The Tampa Bay area has much to offer to those seeking professional development opportunities in Applied Linguistics and TESOL. In particular, BART, Bay Area Regional TESOL, offers a rich array of activities for professional networking and socializing.

Non-Traditional Career Trajectories   Our curriculum provides students a solid foundation in multiple theoretical and methodological approaches to studying both language use and second language learning.  Through coursework and guided and independent research which emphasize and examine language-related problems in real-world contexts, our students are well prepared to pursue academic as well as non-traditional careers.

Funding for Qualified Students    Our Ph.D. program receives strong support from the Department of World Languages (WLE). Qualified applicants are awarded teaching assistantships and teach foreign language or applied linguistics courses in WLE. Some students will be funded by teaching in INTO-USF's ELP. Qualified applicants may also compete for the University Graduate Fellowship.  Once in the program, students have the opportunity to complete for other awards. For example, the Dissertation Completion Fellowship is awarded by the Office of Graduate Studies to qualified doctoral students completing their dissertation research and writing.

Core Faculty

Core LALS Faculty Members Page

What kind of job will I be prepared for with the Ph.D. in LALS from USF?                         As members of an applied discipline, applied linguists are language scientists who address issues related to language use in diverse contexts, ranging from understanding language choice in professional writing, to analyzing the critical role of language in doctor-patient interactions, to understanding how people from different language backgrounds are able to communicate successfully in global business environments. Focusing on the rigorous empirical analysis of language data, applied linguists address problems such as how writers in various disciplines use language to construct professional expertise, how users of a second language can make their accent intelligible to others, how and why second language learners differ in their language learning journeys, and how to define and measure specific language abilities.  The program prepares graduate to work both in academic and non-academic positions. 

How long does it take to complete the Ph.D. degree?                                                              For the LALS program, the coursework requirements should take two years to complete with an additional two years for the qualifying exam and the dissertation. The program advisors will help each student determine the coursework sequence and timing.

Can I get financial aid or an assistantship?                                                                               Our goal is to help all students admitted to the LALS program find funding for a 4-year period (unless otherwise specified in the acceptance letter).  If a student should need longer than 4 years to finish the program, we will try to help with funding when possible; however, funding priority will be given to those students in their first 4 years of study.  Based on your application, the faculty will help identify potential funding opportunities, and you will likely be asked to complete additional applications and/or go through the interview process for these positions. For loans or other types of non-USF financial aid, please contact the Office of Financial Aid .

What are the research specializations of the Applied Linguistics faculty?        The faculty have a wide range of research interests and specializations. For details, see the “people” page.

Do I have to know exactly what my research specialization will be before I apply to the program?                                                                                                                                     You will submit a statement of purpose (SOP) as part of your application package. The SOP is a discussion of why you want to pursue the LALS Ph.D., including your current research interests and faculty that you could potentially work with at USF. In other words, you would need to have some sort of tentative plan of a research topic in Applied Linguistics that you would like to pursue for your Ph.D. studies. That being said, you might become inspired by a specific class, the research of a specific faculty member at USF, or a conference that you attend during the first part of your studies.  While the information in your SOP will be an indication to the faculty of whether or not you will be a good fit for the program, the project/topic you propose in your SOP is open to modification. 

Is it possible to waive the GRE requirement?                                                                            No, all applicants must submit a GRE score from a test taken within the past 5 years.

How do I know if I need to submit a TOEFL score?                                                                       If you are an international student, you will need a TOEFL score for both admission and funding. Please note that while admissions accepts the IELTS for admissions purposes, the Office of Graduate Studies does not accept it to show English proficiency for a TA position. As such, if you are requesting funding from USF (as we expect most Ph.D. applicants will do), we require a TOEFL be submitted at the time of application.  

There are so many Ph.D. programs in Applied Linguistics.  What makes USF special?     The faculty in the LALS program at USF pride themselves on the close mentoring they give to their students.  The faculty have a long history of advising doctoral students and have many co-authored papers and conference presentations with their graduate students. 

LALS Alumni page

Current Students

Current LALS Students 

Prospective Students

Applying for Admission                                                                                                            Applying for admission can take a surprisingly long time. The actual application document is not very long, but the other documents can be very time consuming. You are encouraged to plan your admissions packet with careful attention. Your packet represents you to the Linguistics Faculty Admissions Committee, so be sure that it reflects the quality of work that you intend to give your graduate studies. If you have any questions, please e-mail the graduate director, Camilla Vasquez, PhD . 

Deadline for applying for admission                                                                                                A deadline date means date of receipt by the Graduate Admissions office or International Admissions office. The deadline date presumes a completed application packet.

Note: Our program deadline January 15 precedes the University's application deadline.  In order to be considered for admission to LALS, we must receive ALL of your information on or before January 15. International students may have earlier university deadline requirements. Please inquire with the Office of Graduate Studies .

If you do not see our program listed in the drop-down menu of the application website , please contact the graduate director, Camilla Vasquez, PhD . Do NOT choose a different program (such as English Education). Thank you, and we look forward to receiving your application.

How to apply

A list of all documents required for application can be found here . 

Please upload all documents to the application website .

Additional admissions requirements for International Applicants

For information about the process for International Applicants, including the online application, please contact the Office of International Admissions . 

• LALS Handbook
• Online Application
• Graduate Catalogue
• Residence Services - Housing

External Grants for Ph.D. Students

• American Association of University Women Grants (for US citizens and international students)
• Institute of International Education Funding Opportunities
• Linguistlist list of Funding
• NSF Dissertation Research Improvement Award
• Spenser Dissertation Fellowship
• TESOL Ruth Crymes Fellowship
• TESOL Mini Grant Awards
• TIRF Dissertation Grant
• TOEFL grant for doctoral research in assessment

Internal Grants for Ph.D. Students

• USF Dissertation completion grant

Financial Issues

• USF Office of Graduate Studies - Funding
• USF Scholarships & Financial Aid Services
• USF Tuition
• USF Testing Services

International Students

• Office of Admissions for International Students
• INTO - USF's Academic Pathway and English Language Programs

For questions regarding our PhD program, please contact:

Camilla Vasquez, Ph.D. PhD Director of Linguistics and Applied Language Studies (LALS) Office: USF Tampa campus, Cooper Hall 438 Email: [email protected] Phone: 813-974-2548                                                                             

College of Education and Human Development

Department of Curriculum and Instruction

Multilingual education PhD

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

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

Quote from Zhongkui Ju, PhD 2019

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

PhD curriculum

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

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

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

Research opportunities

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

Examples of recent student dissertations:

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

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

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

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

Language instructors learning together: lesson study in higher education

Career outlook

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

Augsburg College

Colby College

Hamline University

Indiana University

Minnesota State Universities

Monterey Institute of International Studies

New York University

Osaka University Japan

University of Alberta

University of Iowa

Warsaw University

Martha Bigelow Martha Bigelow

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

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

Blanca Caldas Chumbes Blanca Caldas Chumbes

• Associate Professor
• [email protected]

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

Samuel David Samuel David

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

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

Mary Hermes Mary Hermes

• 612-624-3082
• [email protected]

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

Kendall King Kendall King

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

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

Karla Stone Karla Stone

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

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

How to apply

Application deadline and instructions.

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

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

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

Tuition and funding

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

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

Application requirements

What we look for.

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

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

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

Required application documents

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

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

Required written statements

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

Additional admissions information

Application checklist.

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

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

Transfer credits

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

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

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

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

International applicants

International applicants may also need:

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

Request information

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

Doctoral Program

The Ph.D. program emphasizes rigorous theoretical work that has at its base a firm empirical foundation in language data. 

Students are provided with a broad-based background in linguistics, teaching experience in the classroom and other forums, and opportunities for original and high-quality research.  Our Ph.D. students write dissertations on a wide range of topics spanning and bridging many subareas of the field.  See our Ph.D. Alumni  page for dissertation titles and job placement information.

Overview of the Program

Through the completion of advanced coursework and strong methodological and analytical training, the Ph.D. program prepares students to make original contributions to knowledge in linguistics, to articulate the results of their work, and to demonstrate its significance to linguistics and related fields.  At every stage in the program, students are encouraged to present and publish their research and to develop active professional profiles. 

Students generally complete the program in five years

• Coursework in core areas of linguistics, chosen by each student in consultation with faculty advisors to build the foundation that best suits their interests and goals.
• Fall Quarter: Includes seminar to introduce students to the research of faculty in the department
• Winter Quarter: Includes participation in small research groups or in one-on-one apprenticeships
• Spring Quarter: Includes beginning to work on the first of 2 qualifying research papers

Years 2 and 3

• Balance shifts from coursework to development of research skills
• Students complete two qualifying papers and then selects a principal advisor and committee for their dissertation by the end of year 3.

Years 4 and 5

• Devoted to dissertation and advanced research

Teaching Experience

As they move through the Ph.D. program, students also gain teaching experience by serving as teaching assistants in their second, third, and fourth year of graduate study. They also have access to the many programs provided by Stanford's Vice Provost for Teaching and Learning , including the varied resources of the Teaching Commons .

Offers of admission to the Linguistics Ph.D. program include funding for the full five years of doctoral study, including tuition and stipend, regardless of citizenship. 

We also encourage our applicants to apply for as many external fellowships and scholarships as they are eligible for; a compilation of funding opportunities for Linguistics graduate students can be found on our  Fellowship and Funding Information page .  Applicants should note that the deadlines for these fellowships are typically in the fall of the year prior to admission.

In addition, the  Knight-Hennessy Scholars (KHS) program is designed to build a multidisciplinary community of Stanford graduate students dedicated to finding creative solutions to the world's greatest challenges. Join dozens of  Stanford School of Humanities and Sciences students  who gain valuable leadership skills in a multidisciplinary, multicultural community as  Knight-Hennessy Scholars . KHS admits up to 100 applicants each year from across Stanford’s seven graduate schools, and delivers engaging experiences that prepare them to be visionary, courageous, and collaborative leaders ready to address complex global challenges. As a scholar, you join a distinguished cohort, participate in up to three years of KHS's leadership program, and receive full funding for up to three years of your PhD studies at Stanford. Candidates of any country may apply. KHS applicants must have earned their first undergraduate degree within the last seven years, and must apply to both a Stanford graduate program and to KHS. Stanford PhD students may also apply to KHS during their first year of PhD enrollment. If you aspire to be a leader in your field, we invite you to apply. The KHS application deadline is October 9, 2024. Learn more about  KHS admission .

Additional information is available about the student budget , Stanford graduate fellowships , and other support programs .

Outside the classroom, there are many opportunities, both formal and informal, for the discussion of linguistic issues and ongoing research, including colloquia, workshops, and reading groups.

Partnership Opportunities

Although not part of the formal doctoral program, there are numerous opportunities for research and development work at the Center for the Study of Language and Information and  off-campus at local companies.  

Admissions Information

• The Graduate School >
• Explore & Apply >
• Choose UB >
• Academic Programs >

Language Education and Multilingualism PhD

Graduate school of education, program description.

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

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

Instruction Method

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

Full/Part Time Options

Credits required, time-to-degree.

• 4 to 5+ Years

Application Fee

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

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

Applied linguistics and language education, ph.d..

Faculty research interests in the Applied Linguistics area of focus include classroom discourse, conversational analysis, dual language learner education, language and literacy teacher development, language assessment policy, language contact and multilingualism, language diversity, language in school contexts, language planning and policy, multilingualism, peer interaction, second language teaching, sociocultural approaches to second language acquisition, teacher collaboration, codeswitching, and translanguaging. 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 Multilingual Research Center (MRC). The MRC is committed to promoting research and outreach related to multilingualism, multilingual communities, and the education of multilingual populations.  It aims to increase the quality and number of TESOL, World Language, and dual language programs and teachers in Maryland, the nation, and the world through outreach; to sponsor and conduct research which illuminates our understanding of multilingualism and multilingual communities; and to disseminate research results to teachers, school systems, and national and international research communities.  The MRC uses its financial resources to support faculty and student research, sponsor prominent outside speakers and visitors, and provide faculty and doctoral students with generous support to attend national and international conferences. Learn more about the MRC .

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

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

Primary Program Faculty

Shenika Hankerson (PhD, Michigan State University): African American Language; race, equity, language, and literacy; second language writing; language policies and language rights; critical discourse studies. Email [email protected] . 

Jeff MacSwan (PhD, UCLA): Bilingualism; codeswitching; applied linguistics; the role of language in schooling; language assessment policy. Email [email protected] . 

Laura Mahalingappa (PhD, The University of Texas at Austin): Teacher preparation and development for marginalized students; linguistically responsive pedagogy; first and additional language acquisition; critical language pedagogies; language awareness for teachers and learners. Email [email protected] .

Melinda Martin-Beltrán (PhD, Stanford University): Sociocultural approaches to second language acquisition focusing on dual language learners (ESOL students); peer interaction; language exchange; and teacher learning to build upon students’ linguistic and cultural diversity. Email [email protected] . 

Nihat Polat (PhD, University of Texas at Austin): Applied linguistics; individual differences (e.g., motivation, identity) in additional language acquisition (e.g., writing, syntax) and pedagogy (e.g., SIOP); teacher education (e.g., cognition, dispositions); the education of minoritized multilingual learners (e.g., emergent bilinguals, Muslim students in the U.S.). Email [email protected] .

Megan Madigan Peercy (PhD, University of Utah): Pedagogies of teacher education; preparation and development of teachers throughout their careers and as they work with language learners; theory-practice relationship in language teacher education; teacher collaborative relationships and learning. Email [email protected] . 

Kellie Rolstad (PhD, UCLA): Language of schooling; language diversity; second language teaching; unschooling; democratic education. Email [email protected] .   

Participating Faculty

Peter Afflerbach (PhD, State University of New York at Albany): Reading comprehension strategies and processes, especially related to new literacies; the verbal reporting methodology; reading in Internet and hypertext environments; reading assessment.

Ayanna Baccus (PhD, University of Maryland): Reading and literacy instruction.

Perla Blejer (EdD, George Washington University): Second language acquisition; foreign language education methodology; language program administration in higher education; issues of equal opportunity for at-risk students and disadvantaged populations.

Drew Fagan (EdD, Teachers College, Columbia University): Influence of teacher talk on language learning opportunities in classroom discourse; conversation analysis and second/foreign language classroom interactions; factors affecting teachers; preparing mainstream teachers for working with English Language Learners.

Loren Jones (PhD, University of Miami): Literacy and language instruction to support culturally and linguistically diverse students; writing development of English learners (ELs); translanguaging to promote literacy development; teacher preparation for working with ELs across content areas. 

Sarah C. K. Moore (PhD, Arizona State University): Language policy; equity and access for minoritized language communities; educator professional development and preparation around language teaching and learning; online and virtual educator preparation.

John O'Flahavan (PhD, University of Illinois; Urbana-Champaign): PK-12 literacy teaching and learning; the discourses involved in teaching and learning in schools; comprehensive school-wide literacy programs; sustainable school improvement.

Olivia Saracho (PhD, University of Illinois; Urbana-Champaign): Emergent literacy; family literacy; cognitive style and play.

Ebony Terrell Shockley (PhD, University of Maryland, College Park): Teacher preparation for culturally and linguistically diverse learners,  primarily in STEM and literacy contexts; written language assessment bias for bidialectal and multilingual learners; preparing teachers for speakers of African American Language; Black English Learners and the achievement gap; English Learners in Special Education.

Wayne Slater (PhD, University of Minnesota): Persuasion in reading comprehension and written communication, with a focus on biased assimilation and stasis theory.

Jennifer Turner (PhD, Michigan State University): Culturally responsive approaches to elementary reading instruction; vision as a conceptual and practical tool for preparing reading teachers for diversity; literacy as an indicator of college and career readiness; diverse students’ multimodal representations of future professional identities and workplace literacies.

Peggy Wilson (PhD, University of Maryland): Secondary literacy, writing, and grammar.

Affiliated Program Faculty

Donna Christian (PhD, Georgetown University): Dual language education; bilingual education; dialects and education; heritage language education; language and public policy; second/foreign language learning; sociolinguistics. Dr. Christian is a Senior Research Fellow and past President/CEO of the Center for Applied Linguistics.

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

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

Manel Lacorte (PhD, University of Edinburgh): Applied linguistics; second language and heritage language pedagogy, teacher education, classroom interaction and contexts; sociopolitical issues in second language and heritage language teaching and learning. 

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

The PhD focus in Applied Linguistics and Language Education (ALLE) provides competitive funding packages for all admitted full-time students.  As a general rule, the program anticipates that all its students will devote themselves full time to graduate study, and will not have significant employment outside of the university for the duration of the program.  This permits the ALLE community to function as a community of practice in which students not only attend classes but are also socialized into a scholarly community.  While doctoral programs traditionally focus on a domain (the subject matter or body of knowledge), little attention is generally given to the creating of a community permitting routine interaction around the construction of professional practice. ALLE faculty believe that a successful program must substantially focus on building a strong sense of community among students, extending into the larger intellectual community of faculty within the home department and throughout the university, providing ample opportunity for participants to engage in their principal craft in spaces outside of traditional classrooms.  

These are some of the specific resources ALLE provides to its doctoral students to help build a community of practice:

A shared space .  All ALLE doctoral students are assigned a desk space with other area doctoral students.  This shared space gives students an opportunity to interact intellectually around course content, program expectations, and research collaborations.

The Multilingual Research Center .  ALLE is home to the Multilingual Research Center (MRC), which engages in research and outreach activities in support of linguistic diversity. The MRC provides research funding support, generous conference travel support for students and faculty, and hosts exciting speaker and brown bag events on campus.   Learn more about the  MRC .

The broader intellectual community. ALLE participates in the Maryland Language Science Center (MLSC), a campus-wide consortium of over 200 language scientists and scholars from numerous departments across campus.  The MLSC hosts events, conferences, talks, and research collaboration events throughout the year.  Learn more about the MLSC .

Student-faculty research collaboration . Students and faculty actively collaborate on a wide range of research projects.  Our goal is to involve every student hands-on in research activity, leading to research conference presentations and co-authored publications.  While these publications typically involve faculty participation, students sometimes collaborate with other students as well on collaborative research activity. Review a list of recent coauthored student-faculty publications .

Typical applicants to the Applied Linguistics and Language Education (ALLE) focus in Language Literacy have completed a prior master’s degree and will need to complete an additional 60 credits of coursework at the University of Maryland for the PhD. (In unusual cases, we may admit students who have not yet completed a master’s degree; in that case, an additional 30 credits are required.)Students complete six major components of coursework, as follows:

• TLPL794 Foundations of Educational Research I (3 credits).  An introduction to the “contested terrain” of education research. It examines major conceptual, methodological and political issues embedded in efforts to carry out education research and focuses on the development of the analytic dispositions and communication skills required to carry out research that meets the variously defined quality, utility and significance standards of scholarship in the field.
•   TLPL795 Foundations of Educational Research II (3 credits). Students engage in the process of conceptualizing and completing a rigorous review of a section of literature in their area of specialization.
• Students in the specialization in Applied Linguistics and Language Education (ALLE) are required to take at least one course in Literacy or Reading Education (3 credits)  as a Breadth Requirement .
• TLPL740 Language and Education (3 Credits). Dialect, language varieties in school settings; historical and current perspectives on the role of language in learning; theories of school achievement and consequences for language assessment.
• TLPL743 Teaching English Language Learners: Current and Future Research Directions (3 credits). Research on the preparation of generalists and specialists teaching English Language Learners. Current research and future research directions.
• TLPL744 Research Foundations of Second Language Education: Examining Linguistically Diverse Student Learning (3 credits). Critically examines theories of second language acquisition and research in applied linguistics relevant to linguistically diverse students and learners of English as an additional language. Analysis of research from linguistic, psycholinguistic, sociolinguistic and sociocultural perspectives, with an emphasis on the social contexts of second language learning and teaching. 
• TLPL788 Foundations of Applied Linguistics Research (3 credits). Explores the interdisciplinary field of Applied Linguistics, drawing upon a wide range of theoretical and methodological approaches. 
• Students choose four Research Methods courses (12 credits).  Courses may be selected from a wide range of options in qualitative and quantitative research methods and may include TLPL793 Discourse Analysis .
• In consultation with the advisor, students choose six courses (18 credits) as Electives .  The elective provision gives students access to the full range of relevant graduate courses throughout the university.
• While working on the dissertation, students will enroll in 12 credits of Dissertation Research .

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

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

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

Typical Course Sequence

By design, students will complete the program in four years.  A typical course sequence is shown in the table below.

For more information about the program, contact any of the primary program faculty .  We welcome campus visits for students considering applying to the program and routinely hold information events where students can learn more in person about the program.

For information about applying, contact Kay Moon, TLPL Graduate Coordinator, at (301) 405-3118 or [email protected] .

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Educational linguistics, doctor of education (ed.d.), you are here, take your language-teaching expertise—and your career—to the next level in our part-time doctoral program..

Are you a world language educator who wants to engage deeply in research to improve your practice? Do you aspire to leadership positions in world language education? Would you like to pursue a doctorate while continuing to work full-time? The part-time Ed.D. in Educational Linguistics is designed for early to mid-career professionals like you.

What Sets Us Apart

About the program.

In addition to coursework on language and learning, doctoral students engage deeply in research into their practice as they prepare their dissertation.

No more than 2 courses per semester – part-time program only

Duration of program 5–9 years (depending on the number of graduate-level transfer courses)

Culminating experience Candidacy examination, and dissertation

The Ed.D. in Educational Linguistics is designed for mid-career language educators who have a strong commitment to addressing questions of curriculum development, instructional practice, program design, teacher development, and assessment from a research-based, practitioner-oriented perspective. Coursework focuses on language and learning in areas such as:

• Language pedagogy, curriculum development, and language teacher education
• Second language socialization and development
• Research methods in language education
• Language policy and language use in primary, secondary, and post-secondary classrooms

Ed.D. students have the opportunity to demonstrate expertise in these areas by generating and applying research knowledge to program design and professional practice. Candidates receive additional training as teacher-educators, have opportunities to engage deeply in research on their practice, and are able to advance their careers as language educators and trainers of instructors in language programs.

Our curriculum is designed to provide a solid foundation in linguistics and research methodology, with the goal of generating and applying research knowledge to program design, mentoring, and instructional practice. Furthermore, candidates customize their education by working with their advisor to choose electives from a wide range of course offerings from across the Penn campus. 

For information on courses and requirements, visit the  Educational Linguistics Ed.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

Our Graduates

The Ed.D. in Educational Linguistics prepares you to lead initiatives in world language education. You work closely with faculty mentors to develop the theoretical and technical expertise necessary to pursue leadership positions as leaders of language programs in colleges and universities, primary and secondary schools, private language schools, and online environments. 

Admissions & Financial Aid

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

Contact us if you have any questions about the program.

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

Erica Poinsett Program Assistant [email protected]

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

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

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Working Papers in Educational Linguistics

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

You May Be Interested In

Related programs.

• Educational Linguistics Ph.D.
• Teaching English to Speakers of Other Languages (TESOL) M.S.Ed.
• Intercultural Communication M.S.Ed.

Related Topics

Fully Funded PhDs in Teaching English as a Second Language

Last updated May 15, 2022

As part of my series on  How to Fully Fund Your PhD , I provide a list of universities that offer full funding for a PhD in Teaching English as a Second Language (TESOL). PhDs in Teaching English as a Second Language are able to find employment around the world in teaching, curriculum writing, various educational positions, and academia.

“Full funding” is a financial aid package for full-time students that includes full tuition remission and an annual stipend or salary for the three to the six-year duration of the student’s doctoral studies. Funding is typically offered in exchange for graduate teaching and research work that is complementary to your studies. Not all universities provide full funding to their doctoral students, which is why I recommend researching the financial aid offerings of all the potential Ph.D. programs in your academic field, including small and lesser-known schools both in the U.S. and abroad.

You can also find several external fellowships in the ProFellow database for graduate and doctoral study, as well as dissertation research, fieldwork, language study, and summer work experience.

Would you like to receive the full list of more than 1000+ fully funded programs in 60 disciplines?  Download the FREE Directory of Fully Funded Graduate Programs and Full Funding Awards !

The University of British Columbia (UBC)  

(Vancouver, BC Canada): All full-time students who begin a UBC-Vancouver Ph.D. program will be provided with a funding package of at least $22,000 for each of the first four years of their Ph.D. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships.

New York University

(New York, NY): The basic full-time Ph.D. funding package includes an annual stipend, tuition remission for required course work, and student health insurance through your fourth year. If you are accepted as a full-time NYU Steinhardt Ph.D. student without an alternate funding source, you are eligible for our generous funding package, which includes a scholarship and tuition remission.

University of Pittsburgh

(Pittsburgh, PA): The Department of Linguistics is able to offer several very attractive funding packages every year to well-qualified applicants for the Ph.D. program. Each full-time financial aid package comes with a fellowship covering all tuition and fees, full medical coverage, and a stipend for two terms of service.

Need some tips for the application process? See my article  How To Get Into a Fully Funded PhD Program: Contacting Potential PhD Advisors .

Also, sign up to discover and bookmark more than 1800 professional and academic fellowships in the  ProFellow database .

© ProFellow, LLC 2021, all rights reserved.

Related Posts:

• Fully Funded PhD Programs in English
• Fully Funded Master's Programs in English
• Fully Funded PhD Programs in School Psychology
• Fully Funded Master's Programs in Teaching English as a Second Language (TESL)
• Fully Funded PhD Programs in Mathematics

English Teaching Fellowships , Fully Funded PhD Programs , PhD in Teaching English as a Second Language

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World Language Education

Welcome to the World Language Education program at the Wheelock College of Education & Human Development at Boston University!

We offer graduate programs in World Language Education, with licensure programs for Arabic , French , Mandarin Chinese , and Spanish .

Search NYU Steinhardt

Master of Arts World Language Education College and Adults, Non-Certification

Learn the skills and strategies you need to teach Chinese, French, Italian, Japanese, or Spanish to college-aged and adult learners. You’ll learn pedagogical theories and methods, study applied linguistics, and complete a practicum internship teaching a world language to adult learners.

Degree Details

Official degree title.

Master of Arts in World Language Education, College and Adults, Non-Certification

What You’ll Learn

Your academic experience, career opportunities.

As you build your foundation toward a career teaching Chinese, French, Italian, Japanese, or Spanish to adults, you’ll learn:

• Teaching methods that provoke critical thought and inquiry-based learning
• An understanding of urban educational environments and the social, cultural, and economic factors that influence learning
• How to develop and implement innovative classroom strategies and curricula

Core Courses and Fieldwork

You'll begin your graduate program with course work in the theory and practice of teaching second languages and linguistic analysis, deepen your study of your target world language, and complete a culminating project. You'll also apply hands-on learning through observation opportunities in New York City schools. 

A Community of Scholars

As a graduate student in our program, you’ll be welcomed into a community that encourages you to explore new ideas. Our faculty members are recognized leaders in the field, and are always available to students both through the courses they teach and individual advisement.

Study Abroad Opportunities

You'll have unique opportunities to study the interrelationship among language, culture, and learning from an intercultural perspective in the Dominican Republic and United Kingdom , or take part in other NYU Steinhardt global study programs .

While this program does not lead to eligibility for teaching certification, you will graduate well prepared to take on a variety of career paths, including:

• Teacher in colleges, universities, community organizations, and immigrant resettlement agencies
• Curriculum developer, specialist, or evaluator
• Researcher, teacher educator, trainer, or program coordinator in governmental and nonprofit educational agencies and multinational corporations

An  initial certification option is also available. 

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

Take the Next Step

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

College of Education

Multilingual Education

Join our Multilingual Education program, where faculty and students are leaders in language instruction, research, and education. Our diverse programs encourage you to investigate and engage with complex questions about language education in today’s multilingual, multicultural world.

As a student in Multilingual Education, you will focus on many different languages and educational contexts all over the world, including world/foreign language programs, English as a second language programs, and bilingual and dual language programs.

Programs with Teacher Licensure

• BA World Language Education

Earn a BA from the College of Education and a BA from the College of Liberal Arts and Sciences in this dual degree program which prepares teacher candidates to be effective and engaging world language teachers to students in grades 5-12 or K-12.

• MAT World Language Education

This graduate program prepares teacher candidates to be effective and engaging world language teachers to students in grades 5-12 or K-12, while also offering a depth of study in graduate coursework focused on connecting research to practice.

Programs (Non-licensure)

• MA Multilingual Education

This graduate program provides you with in-depth preparation in theoretical and practical aspects of language learning and teaching.

• PhD Literacy, Culture, and Language Education

This interdisciplinary doctoral program brings together scholarly traditions and contemporary theory in multilingual education and applied linguistics, literacy and cultural studies, and social studies education.

Endorsements

All world language endorsements are offered in Chinese, French, German, Italian, Japanese, Latin, Russian, and Spanish. Please contact us for more information at:  [email protected]

English as a Second Language

This endorsement prepares licensed teachers and teacher candidates to also teach English Language Learners at the K-12 level.

English as a Second Language (ESL) endorsement requirements English as a Second Language (ESL) endorsement application

World Language Education

This endorsement prepares licensed teachers and teacher candidates  to also teach world languages at the 5-12 or K-12 level.

Connection of research to practice

Our program offers you opportunities to connect classroom practice to cutting-edge research on multilingualism and multilingual education. We encourage you to apply key findings from research in the language classroom, and we use the language classroom to inform our research projects. We collaborate extensively with practicing language educators across the university, the region, and internationally, grounding our research in the reality of current language education contexts.

Diverse linguistic and cultural backgrounds of faculty and students

Our program has students and faculty who hail from a variety of countries, and who have diverse linguistic and cultural backgrounds. Many have studied, worked, and taught extensively in multiple multilingual contexts in the United States and internationally.

Preparation for future careers

You will be thoughtfully mentored by faculty and fellow students in finding the career that best matches your background and interests relating to multilingual education. Substantial job-seeking support is available to all students from a variety of experts and offices across the University of Iowa campus.

Teacher Education

Our Teacher Education Program provides diverse experiences with supportive mentors to effectively prepare you for your future classroom.

To learn more about classroom experiences and the Teacher Education program, please:

VISIT BE A TEACHER 

Classroom Experience and Student Teaching

We believe you shouldn’t have to wait until your final semester of college to work with students and make sure teaching is right for you. In your program you will be given opportunities to work in real classrooms with students from the moment you are admitted to the program. 

Teacher Leader Certificate

The certificate  encourages strong classroom leadership skills, helps you better understand the context in which our schools operate, and enables you to better innovate, improve, develop and discover your identity as an emerging teacher leader. Prepare to support your students’ social emotional learning needs and become a stand-out hire after graduation.

Licensure Only

Students with a BA may opt to complete the licensure requirements for teaching in grades K-12 without pursuing a degree. For more information on licensure only options, contact the World Language Education program coordinator .

Faculty and Research

You will have the opportunity to learn from and work closely with nationally renowned faculty who publish in top-tier journals and are active nationally in professional and scholarly organizations.

To see associated faculty, please visit:  Faculty Listing.

Areas of expertise include:

• World language education, foreign language education
• English as a second language education
• Bilingual education, dual language education
• Language policy
• Teacher beliefs and identity
• Language assessment
• Student beliefs and identity

Advocacy, Capacity, and Collaboration for English Learners (ACCEL) aims to increase effectiveness of English language instruction while building teacher capacity, advocacy, and leadership. The project will provide professional development (PD) opportunities to significantly improve instruction and support for English learners in K-12 schools.

Seal of Biliteracy

The College of Education helped the Iowa City Community School District build a curriculum around biliteracy to help students not only meet their Seal of Biliteracy requirements, but also gain knowledge about global citizenship.

Admissions and Application

Please visit the degree pages for specific admissions information:

Please review the requirements and supplemental documents for your degree option before starting.

Education faculty receive grant to address shortages of special education leaders

A team of College of Education faculty are utilizing a new training grant to improve access to special educators in Iowa and across the country. 

Eight faculty-led projects funded by Seeding Excellence Initiative

UI's Office of the Vice President for Research has selected the winners of eight pilot grants--several of which are led by College of Education faculty--intended to sustain the continued growth of the campus research enterprise by providing competitive seed funding in strategic areas. 

Advocating for language maintenance through multilingual education

Third-year Literacy, Culture, and Language Education doctoral student Melanie Carbine, who is also a middle school math teacher in Maryland, recognizes the need for teachers to be versed in multilingual education practices.

Multilingual Education - MA Program Coordinator

David Cassels Johnson Associate Professor N244 Lindquist Center 319-335-6175 [email protected]

We're here to help: [email protected]

EdM in World Language Education

Degree details, degree type.

• Master's Programs
• Fully Online

Availability

• Multiple Start Dates

Boston University’s Master of Education (EdM) in World Language Education is open to educators of any modern language, whether you are an aspiring educator or an advancing world language educator or leader. The master’s degree in World Language Education supports educators by honing their skills and abilities to teach language courses.

As a student in the EdM in World Language Education, you’ll advance your abilities through field-based experiences that will give you valuable hands-on work in a classroom. Current world language instructors utilize the program to expand their pedagogical expertise and become curricular leaders, while aspiring educators prepare to teach in the K-12 context or work with adult language learners or private school students as well as teach internationally.

This flexible EdM program can be completed fully online or in person with the option to attend part-time as well. You’ll also have the option to pursue initial teaching licensure for Arabic, Chinese, French, or Spanish.

Dates & Deadlines

Spring & fall 2025, aug 15, 2024.

Application Opens

Spring 2025 Semester

Dec 15, 2024.

Application Deadline

Fall 2025 Semester

Jan 15, 2025.

Deadline to Receive Priority Scholarship Consideration

Aug 1, 2025

Application Closes

Featured Faculty

World Language Education faculty bring extensive experience teaching and expertise in areas such as developing curricula and assessments, effective world language methods and pedagogy, and world language teacher development.

Catherine Ritz

Program Director, Curriculum & Teaching and World Language Education Clinical Assistant Professor

Career Outcomes

Boston University’s Master’s in World Language Education program supports educators by honing their skills and abilities to teach language courses. Graduates are prepared for success in a variety of professional roles.

• K-12 teachers
• Instructors for adult learners
• Teachers at private schools
• Teachers in international school settings
• Curriculum specialists
• Program leaders

More Information about the EdM in World Language Education

Field-based experiences.

The EdM in World Language Education offers valuable field experiences that advance your abilities in hands-on work in the classroom. Aspiring educators complete a student teaching practicum, while advancing educators complete a field experience course.

Academic Partner Programs

BU Wheelock partners with TAPIF and ACTFL to support students pursuing graduate degrees in World Language Education. Scholarship opportunities available for active TAPIF and ACTFL members.

Graduate Admissions

Connect with BU Wheelock to learn more about the master’s degree in World Language Education. Get information about application requirements, deadlines, and financial assistance. And sign up for an upcoming information session.

Licensing Disclosure BU Wheelock Educator Preparation Programs Licensing Disclosure provides information about BU Wheelock state-approved programs and how the educational requirements compare with those in other states. Education students in licensure programs should review this resource and contact [email protected] with questions.

Area of Study

• Teaching & Learning

Area of Interest

• Licensure ,
• Non-licensure

World Language Education

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Steven C. Beering Hall of Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 4130 home Work Email : [email protected] INTERNET

• Go back to Faculty Finder >

Fay Mentzer

Clinical Assistant Professor Language and Literacy Education Curriculum and Instruction

– Profile

+ education.

• Ph.D. — Curriculum and Instruction, Literacy and Language Education, Purdue University, West Lafayette, IN (Expected 2024)
• M.A. — Elementary Education, Literacy Education, University of Montana, Missoula, MT (2005)
• B.S. — Elementary Education: Early Childhood Education minor, Shippensburg University, Shippensburg, PA (1996)
• Indiana Elementary/Early Childhood Teaching license (2018-2020; currently renewing)
• North Carolina Elementary Teaching license (1998-2003)
• Montana Elementary Teaching license (2003-2008; 2018-2023; currently renewing)
• Pennsylvania Elementary/Early Childhood Teaching license (1997-2003)

+ Experience

• 2021-2024 Graduate Teaching Assistant Purdue University, West Lafayette, IN
• 2014-2015, 2019-2020 Assistant Teacher Montessori of Greater Lafayette, West Lafayette, IN
• 2012-2019 Substitute Teacher Montessori of Greater Lafayette, West Lafayette, IN
• 2004-2005 K-8 Gifted Specialist Darby School District, Darby, MT
• 2001-2002 Literacy Specialist K-2 Green Magnet Elementary, Year-Round, Raleigh, NC
• 1998-2001 Classroom Teacher Hunter Magnet Elementary, Gifted & Talented, Raleigh, NC

+ Professional Memberships

• American Education Research Association (AERA) — Active since 2021
• Literacy Research Association (LRA) — Active since 2018
• International Literacy Association (ILA) — Active since 2022
• Indiana State Literacy Association (ISLA) — Active since 2023
• National Council for Teachers of English (NCTE) — Active since 2022
• Teachers of English to Speaker of Other Languages (TESOL) — 2019-2020

+ Research and Publications

Selected publications.

Publications

• Lee, W., & Mentzer, F. (2021). Identifying authenticity in children’s multicultural books. Multicultural Perspectives, 23(1), 56-59.
• Mentzer, F. (2019). Second Reaction: Sit with me: Exploring ecological empathy through Evan Turk’s Heartbeat. First Opinions, Second Reactions, 12(2), 4.
• Mentzer, F. & Martini, C. (2019). First Opinion: The illustration is mightier than the harpoon: The power of imaginary in emotion. First Opinions, Second Reactions, 12(2), 3.
• Mentzer, N., Mentzer, F. & Jones, K. (2008). Join the Mission, Design a patch. Technology and Children, 12(4). 4.

Manuscripts in Preparation

• Lee, W., & Mentzer, F. (Under Review- Journal of Literacy Research). Culturally Responsive Literacy Instruction in Teacher Preparation. Culturally Responsive Literacy Instruction in Teacher Preparation
• Mentzer, F. , Bentley, H. (Manuscript in preparation) How does she take a bath with no water? Facilitating discussions on water equity with kindergarten through children’s literature. Pending submission to The Reading Teacher.
• Bentley, H., Mentzer, F. , & Ramirez-Casalvolone, N. (Manuscript in preparation). “It moves like this”: Emergent Bilingual kindergarteners’ use of modalities during interactive read alouds. Pending submission to TESOL Journal.

Invited Presentations

• Bentley, H., & Mentzer, F. (2022, March). Critical Literacy in the Elementary Preservice Teacher Classroom. Presented at Research Seminar, West Lafayette, IN
• Mentzer, F. , Bentley, H., Xue, M. (2021, January). Research Discussion on DIVERSITY and LIFT Grants. Guest presenter at EDCI638 Doctoral Seminar, West Lafayette, IN
• Mentzer, F. , Lee, W., Xue, M, & Bentley, H. (2021, February). Critical Literacy Small Group Discussions. Guest presenter at EDCI 363 Literacy in the Elementary School II, West Lafayette, IN

Conference Presentations

• Mentzer, F. , Bentley, H., & Wessel Powell, C. (2023). How Does Equity Work Here? Preservice Teachers Explore Critical Literacy. Presentation at the American Education Research Association (AERA) Division K, Chicago, IL
• Bentley, H., Mentzer, F. , & Wessel-Powell, C. (2022). The Action Part is Really Important”: Learning to ‘Do’ Critical Literacy and Antiracism in K-5 Classrooms Through Interactive Read Alouds. Presentation at the National Conference for Teachers of English (NCTE) Annual Meeting, Anaheim, CA
• Xue, M, Mentzer, F. , Bentley, H., & Lee, W. (2021). Developing Pre-Service Teachers’ Cultural Sensitivity and Responsiveness Through Picture Books. Presented at the American Education Research Association (AERA) Division K Preconference Graduate Poster Session
• Mentzer, F. , Lee, W., Bentley, H., Xue, M. (2021). DIVERSITY, Where Do We Go from Here? Presented to D’Jango Paris at American Education Research Association (AERA) Mentor/Mentee Preconference
• Bentley, H., Xue, M., Lee., Mentzer, F. (2021). Promoting DIVERSITY through Multicultural Picture Books. Presented at The Annual Graduate Student Education Research Symposium (AGSERS), West Lafayette, IN
• Mentzer, F. , Xue, M., Lee, W., Bentley, H. (2021). Creating Opportunities to Understand Diversity through Children’s Picture Books. Presented at Graduate Student Research Day, University of California, Berkely
• Lee, W., Mentzer, F. , Xue, M., & Bentley, H. (2021) Reading Diversity Through Picture Books: Preservice Teachers Explore Authenticity of Multicultural Picture Books. Presented at Literacy Research Association (LRA), Atlanta, GA
• Lee, W., & Mentzer, F. (2021). Preservice literacy teachers practicing cultural responsiveness: A review of the literature. Presented at Literacy Research Association (LRA), Atlanta, GA

+ Courses Typically Taught

Road closure on Marquam Hill: Part of S.W. Campus Drive is closed until March 2025.

Education at OHSU

Graduation & commencement, graduation refers to having your degree awarded..

Apply to Graduate

• Friday at midnight 
• Fourth week of the term for which you want to graduate
• You can apply up to three terms in advance
• Apply for graduation in Student Self Service using the following  Instructions
• The application fee is $60 per degree, which will be applied to your student account
• If you are in a dule program fill out the  Dual Degree Form  to apply for your second degree

Application Deadlines

Frequently asked Questions

• Yes, you need to apply to graduate by the Spring graduation deadline.
• There is no charge to change your graduation term. Fill out the  Change of Graduation Term Form

I Missed the Deadline, what should I do?

• Check with your program that you are on track to graduate in the term that you believe you will have completed your requirement.
• Submit an Application for Graduation in Student Self-Service for the next available term
• Complete the  Change of Graduation Term Form  to move your graduation to the desired term.

When is the degree awarded?   Only after all grades have been submitted and degree requirements checked will your degree be awarded

How do I change my address?   You can updated your address in Student Self-Service

How do I change my name?   Please fill out a Name Change form

When do I get my paper diploma?   Please visit our  Diploma  page

Commencement is the ceremony to celebrate your achievement.

2024 Commencement ceremony: Sunday, June 2

More information about the 2024 Commencement and Hooding Ceremonies

Commencement Participation Policy

You are welcome and invited to participate in the 2024 Commencement if you meet one of the following conditions:

• Your degree or certificate was awarded in Summer 2023 (August or September), Fall 2023 (December), or Winter 2024 (March).
• You will complete your degree or certificate requirements in Spring 2024 (June) have filed an Application for Graduation by the graduation application deadline for Spring term, and have taken all school-specific steps for degree or certificate completion (dissertation defense scheduling, exam scheduling, etc.) by the graduation application deadline for Spring term
• You will complete your degree or certificate requirements in Summer 2024 (August or September).
• You are enrolled in the Medical Laboratory Science, Emergency Medical Services Management, Paramedic Education, Doctor of Physical Therapy, or Doctor of Pharmacy program, will complete your degree requirements by September 30, 2024, and have filed a graduation application (if required) with the partner school by the appropriate deadline.

Hooding Participation Policy

Participation in the Hooding ceremonies is subject to school- and program-specific policies. Please contact your program for information.

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Postdoctoral Teaching Fellow for Global Perspectives on Society (GPS), NYU Shanghai Email [email protected]

Sofia Lago is a Postdoctoral Teaching Fellow for Global Perspectives on Society (GPS) at NYU Shanghai. She received her PhD in history from the University of Bristol 2022. Previously, she was an adjunct assistant professor at The Cooper Union for the Advancement of Science and Art. Her current research considers connections between cultural perception of the natural world and the creation of Self/Other identities in the nineteenth century. Her PhD was an imperial history that examines the many angles in which a hegemonic power could use folklore studies, a nineteenth-century intersection of professionalised science and the scientification of culture—an academic borderspace—as a mechanism to impose a borderland identity onto another people under the social and political oppression of others. 

Select Publications

Lago, Sofia. “‘Fairy Tales’ Necessary and Natural Division into Parts: Translated Collections of Slavic Fairy Tales and the Borderland.”  Journal für Kultur und Geschichte der Deutschen im östlichen Europa , Special Issue 6, Anti-Eastern European Racism: Surveying a New Field of Research. Forthcoming 2025.

Lago, Sofia. “Wild Places and Glass Cases: Un/tamed Landscapes, Museum Exhibitions, and Identity Creation in Nineteenth-Century America.” In  Routledge Companion to Cultural Texts and the Nation  (New York: Routledge). Forthcoming.

Lago, Sofia. “‘Nearest Approach to Fairyland’: Mythologising Scotland in Nineteenth-Century Edinburgh Periodical Travel Writing and Tourism Advertisements.”  Victorian Periodicals Review . Spring 2023. 

PhD, History University of Bristol, 2022

MA, Museum Studies Instituto Lorenzo de Medici, 2018   

BA, History and Holocaust and Genocide Studies Stockton University, 2016

Research Interests

• Environmental History
• History of Science
• British Imperialism
• Museum Studies

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WEATHER ALERT

4 warnings in effect for Brantley and Columbia Counties

125 students graduate from jacksonville job corps, the ceremony also marks 60 years of jacksonville job corps serving the community.

Amanda DeVoe , The Morning Show News and Traffic Anchor , Jacksonville, FL

JACKSONVILLE, Fla. – Dozens of young people are ready to start a new chapter after graduating from the Jacksonville Job Corps.

On Friday, 125 students walked across the stage to receive their certificates and diplomas from various fields, ranging from electrical to nursing.

State Sen. Tracie Davis gave the commencement address. A representative from Mayor Donna Deegan’s office read a resolution, declaring the month of August Job Corps Month.

The ceremony also marked 60 years of Job Corps serving the Jacksonville community.

Get all the good news happening in our community sent directly to your inbox.

Many of the students who attend Job Corps are low-income residents who have overcome obstacles, gaining confidence from staff members and alumni from the program.

Graduates said they are ready for the future.

Copyright 2024 by WJXT News4JAX - All rights reserved.

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Amanda devoe.

Amanda DeVoe joined the News4JAX team in March 2022 as a morning news and traffic anchor

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