Doctor of Philosophy in Educational Psychology - Teaching English as a Second Language

The TESL Program emphasizes the importance of helping teachers understand both instructional and research principles to assist them in adapting to the changing face of ESL. We provide professional development to both pre-service and experienced teachers. We facilitate professional development by introducing our students to current research and theoretical models, by helping them understand how to ask questions about the interactions they observe in their classrooms, and by exploring the possible ways in which those questions might be addressed. Graduate students are often supported to work on research projects with TESL professors. The faculty and adjuncts in the TESL program are active researchers who have ongoing contact within classrooms and within the TESL community.The doctoral program in Studies in Teaching and Learning English as a Second Language is designed to prepare students for careers as academics and researchers. Programs are highly individualized, depending upon the student’s prior education, experience, and interests. The program will comprise a minimum of 6 courses (21 credits) and a dissertation. Each student’s program of study will build upon core requirements and will be uniquely designed around individual needs and interests, in consultation with the student’s advisor. The three core courses are Seminar in TESL (3 credits), Research Practicum in Psychological Studies in Education (6 credits), and research methodology (3 credits). A minimum of three elective courses will be chosen: at least two from the graduate course offerings of the Department of Educational Psychology, and the remaining from the Departments of Linguistics, Secondary Education and Modern Languages and Cultural Studies. Additional courses from other departments may be considered, depending on the individual needs of the student. Students may be required to take additional courses to strengthen their background training in particular areas.

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