doctorate in bilingual education

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Bilingual/Bicultural Education Doctoral Program

Bilingual/bicultural education, doctoral program.

Department of Curriculum and Instruction

The Doctor of Philosophy (Ph.D.) is a research-oriented degree program designed for individuals who intend to work mainly in primary research in the fields of Bilingual/Bicultural Education, Language Policy and Education, or Biliteracy. This program prepares graduate students in research design and interpretation. Graduate student research contributes to knowledge of bilingual education theories, concepts and practice.

BBE Program alumni currently serve in roles such as college or university faculty members, researchers in federal and state government, and research consultants and directors of private foundations and non-profit organizations.

Studies long-term relationships with Latinx bilingual students and teachers using arts-based biliteracy approaches to affirm and amplify silenced perspectives, build connections, and develop bilingualism and biculturalism.

Develops and evaluates interventions and assessments using technology to support the academic success of Latinx students and other students whose home language is not English.

Focuses on language and cultural influences on teaching and learning mathematics, particularly equity issues involving Latinx students’ mathematical thinking, the simultaneous learning of English as a second language and math and preparing teachers ...

Examines the effects of state and federal policies on college access and completion outcomes for low-income and underrepresented populations including immigrant and English Learner students.

Examines ethnographic language and literacy practices in K-12 classrooms, specifically focusing on how Latinx critical race theory explains the relationship between heritage language and culture and the evolving identities of future teachers.

Interests also include critical race theory specifically Latinx critical race theory and multigenerational subtractive schooling experienced by a marginalized majority.

Examines the contributions of strengths-based approaches in literacy instruction with Spanish-speaking bilingual teacher candidates and in-service teachers in the U.S. and in Latin America. 

Prepares students to become educators in bilingual and ESL education and mentors novice bilingual educators.

Application Requirements

Applicants must provide a supplemental writing sample written in Spanish to be uploaded as a “Miscellaneous Admissions Document.” The writing sample should describe your cross-cultural and/or cross-linguistic experiences.  You also should demonstrate competency with the language and content of the essay and show that you have made efforts to cross borders by working, traveling, or otherwise have lived in situations that required a multiplicity of cultural competencies.

General C&I Requirements (Minimum 21 hours)

Foundation Requirements (9 hours required)

• EDC 380F  Sociocultural Foundations
• EDC 381F  Introduction to Teaching and Teacher Education
• EDC 383F  Curriculum Theory

Research Methodology Requirements (12 hours minimum)

To be taken in sequence:

• EDC 381R  Intro to Systems of Human Inquiry
• EDC 385R  Introduction To Quantitative Research ( may be taken concurrent with EDC 381R )
• EDC 386R  Introduction To Qualitative Research ( requires EDC 381R as a prerequisite )
• EDC 387R  Advanced Quantitative Research
• EDC 388R  Advanced Qualitative Research

Directed Research (Minimum 12 hours)

• EDC 396T*  Directed Research in Curriculum and Instruction (6 hours)

Note :  EDC 396T can be taken more than once for credit. 6 additional hours of coursework involving a substantial directed research component, This may include additional EDC 396Ts.

Specialization Requirements (Minimum 18 hours)

Students with an emphasis on Bilingual/Bicultural Education will take additional related courses, selected with the assistance and approval of the area program adviser. To help meet their personal goals, students are encouraged to select courses from other clusters in the Department of Curriculum and Instruction.

A. Required (12 hours): EDC 385G Second Language Acquisition EDC 385G Biliteracy and New Literacy Studies EDC 385G Language Policy and Education: Global Perspectives and Local Implications EDC 385G Immigration Theory in Education

B. Electives (6 hours): Students select courses, such as those listed below, according to individual interests and needs and in consultation with their advisor:

EDC 390T Foundations of Bilingual Education EDC 382E Critical Pedagogy in Bilingual Bicultural Education EDC 385G Evaluation of Language Education EDC 385G Biliteracy and Computer-Mediated Learning EDC 385G Dual Language Education: Current Trends and Issues EDC 385G Language Acquisition and Assessment for Multicultural Special Education EDC 385G Teaching Culture EDC 385G Language and Politics in Language Planning EDC 385G Literacy and Culture EDC 385G Social/Cultural/Political Context Language Learning

EDC 384P Equity/Pol/in Math/Sci/Tech Education EDC 385G Multicultural Curriculum and Teaching EDC 385G Cultural Knowledge of Teachers and Teaching EDC 385G Identity and Agency in Education EDC 385G Anthropology of Education

Courses Outside the Department (Minimum 6 hours)

Coursework from sections, General Requirements, Directed Research, and Special Requirements, may fulfill this requirement (thus hours in this section may already be counted as credit toward total hours).

Students are encouraged to seek out courses that relate to Bilingual/Bicultural Education and their own research interests in such areas as: Mexican American Studies, African American Studies, Asian Studies, Middle Eastern Studies; Communication, Comparative Literature, Cultural Studies, Early Childhood Education, Educational Administration, Educational Psychology, English Literature, Health Education, Latin American Studies, Law, IT/Technology, Linguistics, Language and Literacy, Spanish Literature, Science/Math Education, Social Work, Special Education, Women’s / Gender Studies.

Dissertation (Minimum 6 hours)

Students are required to continuously register for at least three credits of dissertation once they have  advanced to candidacy . 

You must register in X99W (399, 699 or 999W) in each semester of candidacy until you graduate.

Please Note:  Students receiving fellowships, assistantships, or other financial aid, may be required to take 9 hours of dissertation credit each semester.

Additional Resources

• Frequently Asked Questions
• Current Student Resources

At a Glance

• Program Starts : Fall
• Deadline to Apply : December 31
• Credit Hours Required : 63
• Schedule : Flexible
• Program Location : On Campus
• GRE Required? No

Program Area Coordinator, Advisor Maria Franquiz

Find out information about the admission process and application requirements.

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

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

What Sets Us Apart

About the program.

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

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

Transfer courses 8 (electives only)

Duration of program 5–7 years

Culminating experience Candidacy examination, and dissertation

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

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

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

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

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

Sample courses

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

Our Faculty

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

Our Graduates

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

Alumni Careers

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

Admissions & Financial Aid

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

Contact us if you have any questions about the program.

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

Erica Poinsett Program Assistant [email protected]

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

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

Related News & Research

As teacher shortages rise, experts share tailored solutions

New books by Penn GSE faculty tackle burnout immunity, fostering community-based research

Jobs for the Future leader discusses education–workforce pathways with Penn GSE community

Penn GSE affordability expert offers takeaways on the new FAFSA

Working Papers in Educational Linguistics

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

You May Be Interested In

Related programs.

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

Related Topics

Bilingual Education (PhD)

Program description.

This PhD program in Bilingual Education prepares teacher educators, supervisors, and researchers for bilingual and bicultural settings. The program emphasizes research in language acquisition, bilingualism, and pedagogy in linguistically diverse environments in addition to the foundations of education, research methods, departmental content seminars, and dissertation proposal seminar.

Admission to graduate programs in the Steinhardt School of Culture, Education, and Human Development requires the following minimum components:

• Statement of Purpose
• Letters of Recommendation
• Transcripts
• Proficiency in English

See  NYU Steinhardt's Graduate Admissions website  for additional information on school-wide admission. Some programs may require additional components for admissions.

See  How to Apply for admission requirements and instructions specific to this program.

Program Requirements

Sample plan of study.

Following completion of the required coursework for the PhD, students are expected to maintain active status at New York University by enrolling in a research/writing course or a Maintain Matriculation ( MAINT-GE 4747 ) course.  All non-course requirements must be fulfilled prior to degree conferral, although the specific timing of completion may vary from student-to-student.

Learning Outcomes

Upon successful completion of the program, graduates will:

• Demonstrate expertise in theories, concepts, and critical issues in their program specialization.
• Apply research designs and methodologies appropriate to their research questions.
• Demonstrate effective written and oral communication of scholarship to multiple audiences.

NYU Policies

Steinhardt academic policies.

University-wide policies can be found on the New York University Policy pages .

Additional academic policies can be found the  Steinhardt academic policies page . 

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Neag School of Education

Department of Curriculum and Instruction

Bilingual and multicultural education.

The Bilingual and Multicultural Education concentration provides coursework for individuals seeking to pursue a master’s degree, sixth-year certificate, Ph.D., or graduate certificate focused on the equitable education of multilingual learners.

Check out profiles of current students and recent grads

Master’s Degree or Sixth-Year Certificate

The course requirements for the master’s degree and sixth-year certificate are largely the same. The primary difference lies in the prior educational attainment of the student – individuals with a bachelor’s degree pursue the master’s degree, and individuals with a master’s degree may elect to pursue a second master’s or a sixth-year certificate.

The majority of individuals who pursue either of these options at UConn are practicing K-12 teachers who wish to obtain the Bilingual Education and/or Teaching English to Speakers of Other Languages (TESOL) cross-endorsement. The required courses for the two cross-endorsements overlap, so that interested individuals may complete the coursework requirements for both cross-endorsements at the same time. The TESOL cross-endorsement requires 30 graduate credits across five topic areas in addition to passing the TESOL Praxis II exam. The bilingual education cross-endorsement requires 18 graduate credits across six topic areas in addition to demonstrating language proficiency in the language of instruction, either by providing transcripts of university study in that language or by passing the ACTFL oral and written proficiency tests.

See the list of UConn Neag School bilingual and multicultural education courses .

Apply by October 15 for Spring admission or January 15 for Fall admission to either the master's or sixth-degree programs in bilingual and multicultural education.

The Ph.D. degree in Curriculum & Instruction with a concentration in bilingual and multicultural education is designed for individuals who are interested in developing research skills to enable them to investigate areas of interest related to the equitable education of multilingual learners. Most entering doctoral students have a master’s degree and prior experience in K-12 settings with multilingual learners. The doctoral students in the bilingual and multicultural education concentration at UConn’s Neag School follow the same guidelines as all doctoral students in Curriculum and Instruction . In general, the doctoral program consists of two years of coursework followed by a progression of independent activities leading to the degree – comprehensive exams, the writing and defense of the dissertation proposal, and the writing and defense of the dissertation.

Apply by December 1 for Fall admission to the Ph.D. program.

Online Graduate Certificate in Educating Bilingual Learners

In June 2020, UConn launched a 12-credit online Graduate Certificate in Educating Bilingual Learners . This graduate certificate is geared towards practicing educators (teachers, administrators, school psychologists, etc.) in general education settings who would like to be better prepared to work with students classified as English learners. The four courses in the graduate certificate are all on the approved course lists for both the bilingual and TESOL cross-endorsements, meaning that someone who develops a strong interest in this area could continue working towards the endorsement if desired. The four courses can also be rolled into a master’s degree or sixth-year certificate program. The four courses include:

• EDCI 5890 Educational Linguistics
• EDCI 5875 Multicultural Education
• EDCI 5750 Language Diversity and Literacy
• EDCI 5742 Sheltered Instruction

Read this testimonial from a recent graduate.

Applications to the online graduate certificate are accepted on a rolling admissions basis . Please submit application materials no later than:

• November 10: Spring admission
• March 24: Summer admission
• June 16: Fall admission

Bilingual Education Opportunities for Current UConn Students

Bilingual pre-service teacher education pathway.

Students enrolled in the Neag School Integrated Bachelor’s/Master’s (IB/M) teacher education program who have proficiency in another language and an interest in working as a bilingual teacher have the option of completing the 18 credits for the bilingual education cross-endorsement along with their coursework for initial certification (e.g., elementary education, secondary math, etc.). This option is not available to students in the special education or music education programs, as the state does not allow the bilingual cross-endorsement to be attached to those initial licenses.

Two-Way Immersion Education in Costa Rica

Enrolled UConn students with an interest in dual language education, international baccalaureate (IB) programs, or international education may enjoy participating in this six-week education abroad program that takes place from mid-May through late June. Participating students are paired with practicing teachers at La Paz Community School, a dual language IB program in Guanacaste, Costa Rica, and gain considerable classroom experience during their time at the school. The program also includes site visits to other schools in the area.

Read about a former participant’s experience .

Contact UConn Neag School Associate Professor Elizabeth Howard .

College of Education and Human Development

Department of Curriculum and Instruction

Multilingual education PhD

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

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

Quote from Zhongkui Ju, PhD 2019

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

PhD curriculum

Your PhD coursework will center on your research interests. The program consists of 51 course credits and 24 doctoral thesis credits for a total of 78 credits. 

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

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

Research opportunities

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

Examples of recent student dissertations:

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

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

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

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

Language instructors learning together: lesson study in higher education

Career outlook

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

Augsburg College

Colby College

Hamline University

Indiana University

Minnesota State Universities

Monterey Institute of International Studies

New York University

Osaka University Japan

University of Alberta

University of Iowa

Warsaw University

Martha Bigelow Martha Bigelow

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

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

Blanca Caldas Chumbes Blanca Caldas Chumbes

• Associate Professor
• [email protected]

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

Samuel David Samuel David

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

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

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

Karla Stone Karla Stone

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

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

How to apply

Application deadline and instructions.

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

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

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

Tuition and funding

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

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

Application requirements

What we look for.

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

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

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

Required application documents

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

The GRE is being waived for those applicants applying for Fall 2024.

Required written statements

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

Additional admissions information

Application checklist.

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 .

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

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Language Education and Multilingualism, PhD

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

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

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

Program coursework.

Your program of study requires 72 credit hours:

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

Application Requirements

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

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

Submit your completed online application, which includes:

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

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

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

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

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

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

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

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

Program Faculty

Tasha Austin

Assistant Professor Learning And Instruction

505 Baldy Hall Buffalo, NY 14260 Buffalo, NY 14260

Phone: 716-645-2455

Email: [email protected]

Janina Brutt-Griffler

Professor Learning And Instruction

562 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4066

Email: [email protected]

Erin Kearney

Associate Professor Learning And Instruction

554 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4058

Email: [email protected]

Lilliam M. Malave Lopez

553 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4060

Email: [email protected]

Lynne R. Yang

Clinical Associate Professor Learning And Instruction

586 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-3502

Email: [email protected]

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

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The program emphasis in Equity, Bilingualism & Biliteracy is specifically geared toward preparing researchers and leadership personnel in the field of bilingual multicultural education. Graduates are typically employed in schools of education as faculty and/or researchers. They also serve in professional positions with state and federal education agencies as well as local school districts.

Students are expected to bring an appropriate Master's degree and professional background to the doctoral program. The exact nature of the MA and professional experience required for admission depends upon the career goals of the candidate, but many candidates bring an MA in Bilingual/Multicultural Education or related degree, and experience in a bilingual classroom.

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All of our doctoral students are awarded generous funding packages. Stipends and grants cover tuition costs and provide experiential graduate assistantships that further prepare you for your future as a researcher, educator, and leader in the field. Fellowship and assistantship packages are awarded on a competitive basis and vary for each student, but all funding packages cover five years of full-time study. 

A typical package will include a total of a 50% appointment (~20hr/week) through a Graduate Research Assistantship and/or Teaching Assistantship, full tuition remission and a fellowship to assist with student fees, the majority of the  CU Student Health Gold Insurance Plan , and a stipend of approximately $21,400 per academic year. Please note that these figures are subject to change and summer funding is not guaranteed.

Our  Miramontes Doctoral Scholars Program  provides five years of funding for full-time doctoral study, including one year of support focused solely on the dissertation year. The program offers a dedicated, supportive community for doctoral students with research interests focused on educational equity and cultural diversity, and prospective students from underrepresented groups and those who are first-generation college graduates are encouraged to apply.

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• A Personal Statement
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• Optional GRE test score
• TOEFL scores for international students
• Application Fee ($60 domestic application/$80 international) along with the application

Admission to all our graduate programs is competitive and based on multiple criteria, including undergraduate academic record, letters of recommendation, personal statement, evidence of special accomplishments, and relevant past experience. In an effort to safeguard educational equity and access, the CU Boulder School of Education has adopted a test-optional policy for the GRE requirement for prospective doctoral applicants seeking Fall 2022 admission. Students may still submit GRE scores for consideration, which will be reviewed as a part of a holistic process. However, not submitting GRE scores will in no way make your application less competitive for admission to the School of Education. Candidates from historically underrepresented groups are especially encouraged to apply.

How to apply FAQ

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For more information about courses and program requirements, visit the CU Boulder Course Catalog . 

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This program is designed to create a pathway for historically underrepresented and marginalized education scholars and practitioners who are considering doctoral studies in Fall 2024. We hope to use this program to make the sometimes mystifying process of applying to a PhD program more visible, to provide an opportunity for you to get to know our students and faculty, and participate in sessions where we’ll talk about how to apply and what the realities are for students of color studying in a predominantly white research institution. 

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Ph.D. Program in Culture, Literacy, and Language

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Welcome to the Ph.D. Program in Culture, Literacy, and Language at The University of Texas at San Antonio! Please review our site to learn more about our program, faculty, current students, and alumni. Thank you for visiting, and remember, we are only one click away. Should you have any questions, please contact us.

About the Program The Ph.D. program in Culture, Literacy, and Language (CLL) was established in 2001 and is housed in the Department of Bicultural-Bilingual Studies in the College of Education and Human Development. CLL focuses on the interrelatedness of culture, literacy, and language and is designed to provide a firm foundation in the fields of cultural studies, literacy development, and language learning and use. Doctoral students often pursue research topics within or across the applied linguistics biliteracy or bilingual education. Faculty and students work in a vibrant interdisciplinary atmosphere with applied linguists, anthropologists, educational researchers, psychologists, and sociologists on topics related to language and literacy socialization, the empowerment of marginalized communities, educational language policy and planning, language and identity, bilingual teacher preparation, TESOL and globalization, cultural validation and community change, second language acquisition, heritage language education, computer-assisted language learning, multiliteracies, immigration, and transnationalism, among others. The cross-disciplinary work within our academic community is somewhat limitless. We, therefore, provide the following list of topics as a helpful guide:

• The social, linguistic, and cultural factors affecting language and literacy development
• Language development in a bilingual and multicultural context and its consequences for literacy 
• The consequences of cultural and linguistic contact for literacy 
• Factors affecting academic language proficiency, language policies needed to promote the improvement of preparing teachers for linguistically and culturally diverse schools, and policies needed to address the systemic severe shortage of such teachers 
• The creation of educational environments that minimize the alienation of traditionally marginalized groups and enhance language and literacy development
• Ethnographic and qualitative research methods, including discourse and narrative analysis 
• The relationship of attitudinal factors to the development of language in support of the development of proficiency in language and literacy
• The impact of technological change on the development of language and literacy
• The shifting context of global migration and its impact on cultural change and maintenance 
• Language and literacy problems in the workforce, organizations, communities, and nations 
• Immigrant student adaptation and ways to bridge family-school relationships
• Afro-Mexicanidad and transculturation 
• Community political empowerment and its relationship to schooling and cultural production
• Cultural, literacy, and language practices among communities in diaspora and other transnational settings 
• The design and implementation of effective literacy programs for adult learners
• CLL graduates will be well-grounded in the theoretical, conceptual, and research methodology used to study many of the above-mentioned issues. Alumni often pursue work in academia, school districts, research organizations, or non-profits, both in the U.S. and overseas.
• Program of Study
• Admission Requirements
• Financial Assistance

The Ph.D. in CLL is a full-time doctoral program, with the expectation that students will complete 18 semester hours annually, work toward completing Qualifying Exams during their third year, and complete their dissertation within 6 years. Both full-time students and working professionals are encouraged to consider the Ph.D. in CLL. In order to accommodate working professionals who wish to pursue full-time work, the CLL program offers coursework in the evenings, on weekends, and during the summer. Unfortunately, working professionals are not eligible for fellowship funds because their full-time jobs prohibit them from working on the UTSA campus under an assistantship.

CLL Program Worksheet

CLL Ph.D. Handbook

How to Apply: The following guidelines should help you in submitting your application to the Ph.D. program in Culture, Literacy, and Language. We accept students once a year for a fall semester start date. Steps in the Application Process 1. Complete an online application form at:  https://future.utsa.edu/programs/doctoral/culture-literacy-language/

2. Submit the following application materials:

• GRE scores are no longer required as of Fall 2024.
• International students whose master's degree is from a university outside the US must have TOEFL scores of 563 if the test is paper-based or 85 or higher if internet-based. Or a 6.5 on the IELTS. Use UTSA's University Code: 6919. No departmental code is required.
• Proficiency or experience learning, using, studying, or speaking a language other than English.
• A master's degree official transcript, documenting a grade point average of 3.5 or higher.
• Official transcripts from every institution of higher education ever attended, foreign and domestic, including community colleges and colleges and universities where degrees were not granted. 
• A statement of purpose that describes research interests, reasons for seeking doctoral study, and connections between the applicant's interests/professional goals and the program in Culture, Literacy, and Language; please also discuss your proficiency or experience learning, using, studying, or speaking a language other than English.  (Limit the statement to five double-spaced pages).
• A sample of academic writing in the form of a paper or a thesis written as part of master's degree requirements or a scholarly publication.
• Two letters of recommendation attesting to the student's academic and personal attributes for success in the program and potential for contributing substantially to a field of study related to the degree.

When is the application deadline? Each year, students must apply by February 1st. When will I know if I have been admitted into the CLL Ph.D. program? It is our hope to notify students of admission by April 1st each year, and notification will be no later than May 1st each year. Can I start the program in the spring semester? No, all admitted students begin coursework during the fall semester. Do I have to submit GRE scores? Yes, this is a requirement by the UTSA Graduate School. I am an international applicant who completed an undergraduate (BA, BS) or a graduate (MA, MS, MEd, Ph.D.) degree in an English-speaking country. Do I have to submit TOEFL scores? International Students with degrees from approved English language MA programs are exempt from submitting TOEFL scores. Further information on approved programs can be requested from the UTSA Graduate School. Please email [email protected] or call (210) 458-4330. Will IELTS scores be accepted? IELTS (International English Language Testing System) scores are accepted in lieu of TOEFL scores. A score of 6.5 or higher on the IELTS is required for doctoral admission. Can I be admitted to the CLL program conditionally and then take the GRE and/or the TOEFL? No, your test scores must be a part of your complete application to be considered for admission. What are the minimum GRE scores required for admission? We consider all applicants holistically, carefully examining all application materials. A student's GRE score is interpreted in light of these other materials. There is no specific minimum score. What are the minimum TOEFL or IELTS scores required for admission? A 550 or higher on the paper TOEFL, a 79 on the Internet TOEFL, or a 6.5 on the IELTS. Can I apply directly to the Ph.D. program, if I do not have an MA? Unfortunately, no. An MA must be earned prior to starting coursework in the CLL Ph.D. program. Will I receive financial aid? All full-time students will be considered for teaching or research assistantships during the admission process. Awards will be contingent upon funding. However, you are also eligible to apply for financial assistance (in the form of subsidized and unsubsidized loans, grants, and other forms of aid) via the University's financial aid office. What does the admissions committee look for in a Ph.D. applicant? Faculty in our department review all applicants. In many cases, they are seeking to admit students who share similar research interests. In addition, faculty expect to read strong statements of purpose and pay close attention to professional experiences that enhance past (and future) coursework. How long does it take to complete the Ph.D. program? Most of our students are complete their Ph.D.s within 4-6 years. How many credits do students typically take each semester? Full-time students take 9 hours per semester (or 3 classes) during Fall and Spring and 3 hours during summer, while working professionals take 6 hours per semester (2 classes) during the fall, spring, and summer semesters. Can I work full-time and complete the program in the evenings? Yes, many of our students are working professionals who seek advanced degrees. Because of this, all of our Ph.D. courses are offered in the evenings and occasionally on the weekends. What is San Antonio, Texas, like? The multilingual city of San Antonio, the seventh-largest city in the United States, provides an exciting backdrop for the study of issues related to linguistic and cultural diversity. San Antonio is located in central/south Texas, about 3 hours west of Houston and 4 hours south of Dallas and has a population of nearly 1.4 million people. The weather is often warm and humid, with mild winters and plenty of lush vegetation. Because this part of the U.S. once belonged to Mexico, there is a large Latina/o community. I would like to communicate with the Graduate Advisor in the CLL program before submitting my application. Who should I contact? Please contact the Graduate Advisor of Record for the program, through our Student Development Specialist, to set up an appointment. Email [email protected] .

While not exhaustive, the following is a list of alumni from our program who have pursued work in numerous settings.

David Martinez-Prieto, Ph.D. Assistant Professor University of Texas – Rio Grande Valley Lina Martin Corredor, Ph.D. Assistant Professor Metropolitan State University Denver, CO Francine Johnson, Ph.D. Language Instructor Defense Language Institute San Antonio, TX Haetham Abdul-Razaq, Ph.D. Sociology Faculty Northwest Vista College Mingxia Zhi, Ph.D. Program Evaluator Northside ISD Sandra Garza, Ph.D. Mexican American Studies Program Coordinator and Instructor Northwest Vista College Sovicheth Boun, Ph.D Assistant Professor Salem State University Shereen Bhalla, Ph.D Director of Education at the Hindu American Foundation Washington, DC Belinda Schouten, Ph.D. Associate Professor Our Lady of the Lake University San Antonio, TX Carol Brochin-Ceballos, Ph.D. Associate Professor in English University of Arizona Carmen Cáceda, Ph.D. Professor Western Oregon University Esther Garza, Ph.D. Associate Professor Texas A&M University - San Antonio Henrietta Lynn Muñoz, Ph.D. Executive Director Institute for School and Community Partnerships Texas A&M University - San Antonio Holly Hansen-Thomas, Ph.D. Vice Provost for Research and Innovation Dean of the Graduate School Texas Woman's University Ko-yin Sung, Ph.D. Professor & Associate Department Head Utah State University Laura Roy, Ph.D. Associate Professor & Department Chair LaSalle University Philadelphia, PA Li Jia, Ph.D. Dean and Professor School of International Education Sias International University Xinzheng, Henan, China Minda López, Ph.D. Professor Department of Curriculum and Instruction Texas State University Norma Guzman, Ph.D. Professor Texas A&M University, Kingsville Virginia Mika, Ph.D. Deputy Vice President of Analytics and Community Programs University Health San Antonio, TX Xiaoshi Li, Ph.D. Associate Professor Michigan State University

Dao, N. (2022). Sociocultural Competence, Translanguaging, and Language Ideologies: Language and Cultural Socialization in Two Vietnamese Language Programs in Texas Chair: Sidury Christiansen, Ph.D. Fallas-Escobar, C. (2022). Latina/o Bilingual Teacher Candidates’ Negotiation of Raciolinguistic Ideologies Co-Chairs: Lucila D. Ek, Ph.D. and Kathryn Henderson, Ph.D. Sarmiento Quezada, B. (2022). De Aquí, De Allá y De Acullá: Identity, Language, and Thirdspaces, A Multi-Sited Ethnographic Case Study of Syrian Displaced Students in México Co-Chairs: Sidury Christiansen, Ph.D. and Jorge Solís, Ph.D. Walton, A. (2022). The Affordances and Impact of Lesson Study on World Language Teachers’ TPACK Chair: Sidury Christiansen, Ph.D.

Groves, S. (2021). Mentorship Literacy: How an Alternative Literacy Is Developed and Used to Build the Mentor-Mentee Relationship between Teacher and Student in the Middle and High School Years Chair: Lucila Ek, Ph.D. Johnson, F. (2021). High School ESL and ELA Co-teachers as Participants in a Collaborative Reflective Learning Experience Chair: Jorge Solís, Ph.D. Lynton, V. (2021). Language and Literacy Work in a High Stakes College Mathematics Course Chair: Jorge Solís, Ph.D. Martin Corredor, L. (2021). Rethinking Dual Language Bilingual Education Pedagogies for Spanish Heritage Speakers Chair: Kathryn I. Henderson, Ph.D. and Belinda Bustos Flores, Ph.D. Pallares-Weissling, A. (2021). STEMs of Science: A Case Study of Young Mexican-American Bilingual Children’s Engagement and Perceptions about Science and Being a Scientist Chair: Howard L. Smith, Ph.D. Salinas-Hinojosa, M. (2021). The Unspoken Element of Cariño: Hearing the Voices of Teachers, Students and Parents about Cariño in the Dual Language Classroom Chair: Jorge Solís, Ph.D.

Martinez-Cortes, J. (2020). Second-Generation Immigrant Latinx/a/os and Their First-Generation College Experience: Counterstories of Success and Belonging Chair: Patricia Sánchez, Ph.D. Martinez-Prieto, D. (2020). The Ideological Impact of U.S. Curricula on Mexican Transnational Pre-service Language Teachers Chair: Patricia Sánchez, Ph.D. Rodriguez, H. (2020). Multicultural Texts in the 3rd Grade Dual Language Classroom: How Multicultural Texts Foster Biliteracy and Identity Creation of Bilingual Latina/o Students Chair: Lucila Ek, Ph.D. Chapa, H. (2019). Cultural Reproduction: English as a Second Langua GE in Rural Texas Schools Co-Chairs: Belinda Flores, Ph.D. and Jorge Solís, Ph.D. Saadi, H. (2019). The Transnational Experiences of Libyan Sojourner Women in the United States Chair: Patricia Sánchez, Ph.D. Saulsbury-Molina, A. (2019). A Case Study of the Language Policy of a Local Newcomer Program Co-Chairs: Kathryn Henderson, Ph.D. and Juliet Langman, Ph.D. Perfecto, I. (2019). The Misrepresentation of Mexican-American Holidays and Observations through Children’s Literature: A Critical Analysis of Children’s Books about Dia de los Muertos, Diez y Seis de Septiembre, the Commemoration of the Battle of the Alamo, Dia de los Reyes Magos, the 12th of December, and Cinco de Mayo Chair: Howard Smith, Ph.D. Conceicao da Silva, D. (2018). The Influence of Schooling and Life Experiences on Pre-Service Teachers' Cultural and Linguistic Self-Efficacy Beliefs Chair: Kristen Lindahl, Ph.D. Gonzales, N. (2017). An Ethnographic Case Study: The Co-Construction of Mathematical Knowledge in a 4th Grade Dual Language Classroom Chair: Jorge Solís, Ph.D. Li, S. (2017). Exploring the Influence of Video Feedback Upon Teacher Candidates' Evolution of Teaching Beliefs and Second Language Acquisition Specialized Knowledge of Comprehensible Input Co-Chairs: Belinda Flores, Ph.D. and Kristen Lindahl, Ph.D. Mari Acevedo, V. (2017). Motivation to Learn and Teach English in Puerto Rico's Public and Private Schools Co-Chairs: Peter Sayer, Ph.D. and Kristen Lindahl, Ph.D. Rivas, E. (2017). Latina Social Studies Teachers Negotiating Public Institutions Chair: Patricia Sánchez, Ph.D. Sanchez, S. (2017). Rooster Tails, Ranflas, and Rags: The Language and Literacy Practices of Latin@ Lowriders in San Antonio, TX Chair: Lucila Ek, Ph.D. Garcia, C. (2016). El renacer de maestras bilingües: Actualizing cultural efficaciousness Chair: Belinda Flores, Ph.D. Ibarra, S. (2016). Language ideologies of Spanish-dominant families as they seek spoken language for their children with hearing impairment: Ethnography of the journey across borders and cultures Chair: Armando Trujillo, Ph.D. Yang, Y. (2016). At the mainstream's margins: Re-examining Hmong students' schooling through the eyes of Hmong administrators, teachers, and parents Co-Chairs: Patricia Sánchez, Ph.D. and Wayne Wright, Ph.D. Villarreal, D. (2016). The voices of Latina high school students in south Texas: Reflections on their cultural identity, college aspirations, and social media use Chair: Patricia Sánchez, Ph.D. Salazar, M. (2015). Using technology to teach English language learners: Beliefs on digital access and efficacy Co-Chairs: Howard Smith, Ph.D. and Belinda Flores, Ph.D. Teniente Valderas, E. (2015). Latina immigrant mothers and daughters negotiating pathways to higher education Chair: Patricia Sánchez, Ph.D. Guerra, M. (2015). Usando nuestros recursos: Biliteracy practices of young Latino bilingual learners inside and outside school Chair: Lucila Ek, Ph.D. Fitzgerald, D. R. (2014). A Busker's World: Performance Space and Cinematic Representation. Chair: Howard Smith, Ph.D. Garcia, A. (2014). "La fotonovela digital": A sociocultural tool for biliteracy, digital literacy, and visual literacy learning of Latina/o bilingual children at an afterschool club Chair: Lucila Ek, Ph.D. Santillán, L. (2014). Un pie en dos lados: The life histories of Latina/o teachers fusing social and professional roles Chair: Patricia Sánchez, Ph.D. De La Miyar, D. (2013). A Descriptive Analysis of the Representation of Social Status through Spanish Print Media. Chair: Howard Smith, Ph.D. Escalante, L. B. (2012). “¡Luz, cámara, acción!”: A Classroom Teacher Research Analysis of Students Translanguaging through One-act Plays. Chair: Patricia Sánchez, Ph.D. Aburumuh, H. (2012). Enrolling Arabic Heritage Language Learners in Texas Community-Based Schools: Examining the Attitudinal and Motivational Factors Impacting Parental Choice. Co-Chairs: Howard Smith, Ph.D. and Amaury Nora, Ph.D. Chen, W. (2011). Taiwanese students’ beliefs about learning English and their relations to the students’ self-reported language learning behaviors. Co-Chairs: Belinda Flores, Ph.D. and Juliet Langman, Ph.D. Claeys, L. (2011). Teacher Motivation to Teach and to Remain Teaching Culturally and Linguistically Diverse Students. Co-Chairs: Ellen Riojas Clark, Ph.D. and Belinda Flores, Ph.D. Guzman-Martinez, C. (2011). Chicana and Chicano “pedagogies of the home”: Learning from students' lived experiences Chair: Armando Trujillo, Ph.D. Alaniz, Mónica J. (2010). From Out of the Fields: Migrant Student Success in a Post-Secondary, Community College Setting. Chair: Patricia Sánchez, Ph.D. Lara, M. (2010). The structure of an early reading test in grade 1: In search of a relationship with reading in spanish Chair: Howard Smith, Ph.D. Muñoz, H. L. (2009). Being and becoming financially literate in a south Texas community: Valuing the funds to practice literacy. Chair: Armando Trujillo, Ph.D.

Research Honors

Hector Castrillón-Costa. 2022. Fulbright Scholarship. “Caribbean Creole languages in education:  An ethnography of educational language policy in St. Lucia.”

Elise Brittain. 2022. Boren Fellowship. Uzbekistan. “Language teacher identity impacts of English teaching and ideology in Uzbekistan: Teacher training as nexus of practice.”

Davy Tran. 2022. British Council Assessment Research Award. "Effects of self-efficacy, task value, test anxiety and learning strategies on test scores: A washback study."

Student Honors

Alpha Martínez-Suárez. 2022. UTSA President’s Distinguished Diversity Award (student individual).

Andrew Walton. 2021. UTSA University Life Award for Outstanding Graduate Student in the College of Education & Human Development.

A Selection of Student Publications

Garza, Karla, Janelle Beth Flores, and Belinda Bustos Flores. 2022. "A Preliminary Content Validity Analysis of the Receptive and Expressive Language Pre-Referral Protocol for Bilingual Learners (RELPP-BL)" Languages 7, no. 3: 164. https://doi.org/10.3390/languages7030164

Dao, Nguyen (2021) Promoting biculturalism and biliteracy for Vietnamese American children through cultural performing arts, Bilingual Research Journal, 44:4, 466-484, DOI: 10.1080/15235882.2022.2050836

Sarmiento-Quezada, B. (2021). “Es porque tienen ganas de aprender”: How a Non-profit Teacher Creates a Learning Environment to Help College-Aged Syrian Displaced Students Adapt and Learn Spanish in México. In: Warriner, D.S. (eds) Refugee Education across the Lifespan. Educational Linguistics, vol 50. Springer, Cham. https://doi.org/10.1007/978-3-030-79470-5_22

Christiansen, M.S., Albadawi, E. (2021). More than Maintaining Arabic: Language Ideologies of Syrian Refugees in a Bilingual City in Southern Texas. In: Warriner, D.S. (eds) Refugee Education across the Lifespan. Educational Linguistics, vol 50. Springer, Cham. https://doi.org/10.1007/978-3-030-79470-5_12

Lindahl, K., Fallas‐Escobar, C., & Henderson, K. I. (2021). Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas. TESOL Quarterly, 55(4), 1190–1220.  https://onlinelibrary.wiley.com/doi/10.1002/tesq.3079

Ek, L.D., García, A. & Garza, A. (2019). Biliteracy as emotional practice: Latino/a children building relationship through digital literacy at an afterschool technology program. In M. Pacheco, P.Z. Morales, & C. Hamilton (Eds.). Transforming schooling for second language learners: Policies, pedagogies, and practices, pp. 217-235. Information Age Publishing.

Martínez Suarez, A. & Lindahl, K. M. (2019). Ready together: Professional development for educators working with students in immigration crisis. In S. Keengwe (Ed.), Handbook of research on assessment practices and pedagogical models for immigrant students. Hershey, PA: IGI Global.

Christiansen, M. S. & Da Silva, D. (2016) Culture in EFL classrooms in Mexico:  Contexts and pedagogical implications. MEXTESOL Journal, 4(2), 1-13.

Sánchez, P., & Landa, M. (2016).  Cruzando fronteras:   Negotiating the stories of Latina/o immigrant and transnational children.  In E.R. Clark, B.B. Flores, H.L. Smith, & D.A. González (Eds.), Multicultural literature for Latino bilingual children: Their words, their worlds, pp. 69-82.  Lanham, MD:  Rowman & Littlefield.

• View Course Catalog

College of Education and Human Development Main Building | One UTSA Circle | San Antonio, TX 78249 Phone: 210-458-4370 |  [email protected]

EdDPrograms.org

Ed.D. in TESOL & Bilingual Education Programs

Planning a leadership or college teaching career in TESOL? Start with our Ed.D. in TESOL & Bilingual Education listings! Explore costs, curricula, and specializations. Compare on-campus and online TESOL doctorates. Discover whether you want to pursue a Ph.D. or an Ed.D. And learn more about job opportunities & salary figures for Ed.D. graduates in TESOL fields.

What is an Ed.D. in TESOL or Bilingual Education?

Ed.D. programs in Teaching English to Speakers of Other Languages (TESOL), English as a Second Language (ESL), English as a Foreign Language (EFL), English Language Arts (ELA), and Bilingual Education are aimed at experienced TESOL teacher educators who want to move up the career ladder, as well as education professionals who create, supervise, and assess TESOL programs.

You may wish to earn an Ed.D. in TESOL or Bilingual Education in order to:

• Work in TESOL administration or curriculum development
• Become a Professor of TESOL in a college or university
• Learn how to train TESOL & bilingual educators
• Apply research in applied linguistics to real-world scenarios
• Become an agent of change in your current setting

Graduates of Ed.D. programs in TESOL often work in public and private schools, higher education settings, and community & government agencies, both in the U.S. and abroad.

Types of Doctorate in TESOL Programs

Ed.d. in tesol & related fields.

Think of TESOL as a highly specific field representing the meeting point between applied linguistics and curriculum & instruction. Within our listings , you’ll find a wide variety of programs in this field, including doctorates that focus on:

• Applied Linguistics: Some Ed.D. programs in TESOL place a great deal of emphasis on linguistic theory & strategies. Programs like Columbia University’s Ed.D. in Applied Linguistics and TESOL , the University of Pennsylvania’s Ed.D. in Educational Linguistics , and Hofstra University’s Ed.D. in Teaching and Learning – Applied Linguistics tackle linguistic principles and methodologies that can be easily adapted to the teaching of languages other than English.
• English Instruction: Other Ed.D. programs in TESOL choose to address the practicalities of English instruction. For instance, Columbia University’s Ed.D. in the Teaching of English , Northcentral University’s Online Ed.D. in English Language Learning , and the University of Central Florida’s Ed.D. in Curriculum and Instruction – English Language Arts focus on applied TESOL, with less attention given to the linguistics principles that undergird it.
• Curriculum & Instruction: As you might expect, TESOL is a relatively common subspecialty within the Ed.D. in Curriculum and Instruction. Even programs specifically dedicated to TESOL tend to include a strong curriculum design component.

Alternative Ed.D. in TESOL Terms

• TESOL: The term TESOL, meaning “Teaching English to Speakers of Other Languages,” began to become the industry standard in the United States after the TESOL International Organization was founded in 1966. Other popular terms include TESL (“Teaching English as a Second Language”) and TEFL (“Teaching English as a Foreign Language”).
• Bilingual Education: Bilingual education usually refers to teaching students in their native language (e.g. English) in conjunction with a second language. Bilingual educators employ differing levels of these two languages depending on curricula requirements & teaching models.
• ESL/EFL: ESL (“English as a Second Language”) and EFL (“English as a Foreign Language”) refer to the field from a student-centered perspective. Strictly speaking, ESL teachers work in English-speaking countries with students whose first language is not English. EFL educators teach English outside of the United States in areas where English is not the primary language.
• ELA: ELA stands for “English Language Arts.” This term—popularized within Common Core standards—is used to refer to English usage, acquisition, and literary study, regardless of whether or not the student is a native English speaker and regardless of whether the study of the field is basic (as in the case of an introductory ESL course) or advanced (as in the case of a Ph.D. in English).

Ph.D. vs. Ed.D. in TESOL or Bilingual Education

An Ed.D. in TESOL or Bilingual Education is a good choice for TESOL educators who are interested in administrative, leadership, and curriculum development jobs within the field. Ed.D. programs emphasize problems of practice and real-world learning.

In general, a Ph.D. is regarded as a more competitive credential than an Ed.D. for tenure-track academic positions. This could make a Ph.D. in Applied Linguistics and/or TESOL a better fit for educators looking at college-level positions.

However, there are few caveats to these statements:

• Ed.D. programs in TESOL tend to be more research-driven and Ph.D.-like than Ed.D. programs in other educational specialties. This could mitigate the perception that an Ed.D. in TESOL is a less rigorous research degree than a Ph.D. in the same field.
• The international TESOL market is growing. Most of the new teacher educator & administrative jobs in this field are opening up in international campuses overseas, where diverse degree nomenclature is the norm. This means that, in many cases, stereotypes about the relative research intensity of a Ph.D. versus that of an Ed.D. may not be relevant.
• The TESOL/ESL market is one of the few U.S. education sectors that’s actually expected to shrink in the years ahead. That being the case, it’s possible that open U.S. tenure-track TESOL teacher educator positions might become difficult to obtain in general, regardless of the type of terminal degree you have.

There’s a lot to consider before deciding between a Ph.D. and Ed.D., so head over to our guide ( here ) to learn more about which option is best for you.

Earning an Ed.D. in TESOL or Bilingual Education

Tesol prerequisites.

• Master’s Degree: Applicants to an Ed.D. in TESOL are expected to hold a master’s degree in TESOL, education, or applied linguistics. A master’s degree in English or M.F.A. in Writing may be allowed on a special-case basis if the curriculum focuses to an unusual degree on applied linguistics and English language instruction, but these exceptions are rare and may still necessitate bridge coursework.
• Work Experience: Some universities have a minimum requirement (e.g. 3+ years of teaching); some don’t. But they will all be reviewing your résumé for evidence of relevant professional experience.
• Minimum GPA: Most Ed.D. programs in TESOL require a minimum 3.0 GPA. High-flying Colleges of Education may ask for a GPA of 3.25-3.5.
• Additional Requirements: Doctoral students may also be expected to submit GRE or MAT scores, an admissions essay, an academic writing sample, 2-4 letters of recommendation, and/or a résumé. Foreign nationals whose native language is not English will often have to submit a TOEFL or IELTS score.

TESOL Coursework

The easiest way to learn about coursework is to visit the curriculum links in our listings . Ed.D. programs in TESOL tend to be highly technical in nature, and more specialized than Ed.D. programs in other fields. Even Alliant International University’s Ed.D. in TESOL , which emphasizes practical elements of the field and does not advertise itself as a program in applied linguistics, still includes coursework in:

• Sociolinguistics
• Psycholinguistics
• Language acquisition
• Specialized linguistic disciplines

Beyond the realm of applied linguistics, you can expect a heavy dose of coursework in curriculum and instruction. For example, in addition to linguistics work, Texas A&M University Kingsville’s Ed.D. in Bilingual Education includes credits in:

• Classroom Work (e.g. Management Systems for Instruction, Clinical Supervision of Instruction, Evaluation of Instruction)
• Methodologies (e.g. Teaching English as a Second Language, Teaching Spanish Language Skills, Teaching English Reading, Teaching Subject Matter in Spanish)
• Cultural Studies (e.g. History of the Mexican-American/Sociology of the Mexican-American/Literature of the Mexican-American)

Finally, all Ed.D. programs in TESOL will include research coursework to prepare you for the dissertation or capstone.

TESOL Internship & Fieldwork

The emphasis on academic research within the TESOL specialty means that internships and fieldwork requirements are relatively light. Wayne State’s Ed.D. in English Education , which limits the fieldwork requirement to a single 3-hour supervisory practicum, is fairly typical in this respect.

TESOL Dissertation

Every Ed.D. in our program database with a major in TESOL requires a traditional dissertation. In most other fields, Ed.D. programs are available that include a capstone project or project portfolio in lieu of a dissertation. In the highly specialized, theory-driven field of TESOL, no such alternatives are available.

A few Ed.D. programs in other fields that offer a specialization track in TESOL allow students to pursue a capstone project rather than a dissertation.

Online Ed.D. in TESOL Programs

Are ed.d. in tesol programs offered online.

You’ll find a few Online Ed.D. programs in TESOL & Bilingual Education in our listings . We’ve flagged them with an “Offered Online” marker. They are rare!

Do Online Ed.D. in TESOL Programs Contain Residencies?

It depends on the program. For example, the University of West Georgia’s online Ed.D. in School Improvement – TESOL contains a single summer residency over the course of the entire program. In contrast, Northcentral University’s Ed.D. in English Language Learning is 100% online, with no on-campus requirements.

TESOL Careers

Ed.d. in tesol jobs.

An education doctorate in TESOL will set you up for leadership & teacher training positions in the field. Common job titles for graduates include:

• TESOL Program Director
• TESOL Education/Linguistics Faculty
• TESOL Training Specialist/Consultant
• TESOL Curriculum Specialist
• TESOL Educational Technology Specialist
• Bilingual/ESL/EFL Program Coordinator
• TESOL Researcher

Keep in mind that TESOL is a growing international field. Many TESOL and ESL educators work overseas, often in lucrative administrative & teaching positions.

Ed.D. in TESOL Salary

The BLS monitors employment numbers & wage data for Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors , Postsecondary Education Teachers , and Instructional Coordinators . These three categories will provide you with low-end salary numbers, but they don’t deal with specific job titles.

For that, we suggest you choose a preferred job title (e.g. TESOL Assistant Professor) and compare data from common salary sites (e.g. Glassdoor, Payscale, Indeed, ZipRecruiter, etc.). If you’re interested in overseas jobs, you’ll need to dig a little deeper. Countries in the Middle East (e.g. UAE, Oman, Kuwait) and East Asia (e.g. Japan, Taiwan, South Korea) tend to offer higher salaries overall.

Is an Ed.D. in TESOL or Bilingual Education Worth It?

TESOL is not currently a fast-growing field in the United States, and the shrinking number of positions that do exist here are likely to become more competitive over the coming years. This could make an Ed.D. essential to your career’s long-term survival in a way that it might not be in most other fields. A terminal degree also positions you well to train ESL educators in growing overseas markets like China, South Korea, and the UAE.

If you’re thinking of pursuing a faculty position at a college or a university, we recommend you discuss your options with your mentors. Traditionally, a Ph.D. has been the favored qualification for academic roles. When we looked at job openings for TESOL professors, we found that some universities explicitly asked for a Ph.D. and others were happy to consider the Ph.D. or Ed.D. So you’ll have to make a decision about which path to take.

TESOL & Bilingual Education Resources

• Center for Adult English Language Acquisition (CAELA) : This research-driven organization promotes the teaching and acquisition of English as a second language in the United States.
• International Association of Teachers of English as a Foreign Language (IATEFL) : IATEFL provides networking opportunities and a job board for TESOL/ESL educators working in what is increasingly becoming a global field.
• National Council of Teachers of English (NCTE) : NCTE works to promote the teaching of English as a second language in the United States, from pre-K through college.
• TEFL.net : This online resource portal links to job postings, events, online courses, and discussion forums relevant to TESOL/ESL educators in the United States and abroad.
• TESOL International Association : This organization works to promote and preserve TESOL/ESL instruction in the United States while helping to broaden career, research, and networking opportunities overseas.

School Listings

13 Schools Found

Northcentral University

School of Education

Prescott Valley, Arizona

Online EdD in English Language Learning

Offered Online

• Curriculum Info
• How To Apply

Alliant International University

San Diego, California

Doctorate in Education in TESOL

Florida gulf coast university.

College of Education

Fort Myers, Florida

Doctor of Education in Multicultural/Lingual Education

University of central florida.

Orlando, Florida

EdD in Curriculum and Instruction - TESOL

University of west georgia.

Carrollton, Georgia

Online Doctor of Education in School Improvement - TESOL

Boise state university.

Boise, Idaho

Online EdD in Curriculum and Instruction - Bilingual Education/ENL

University of michigan-dearborn.

College of Education, Health, and Human Services

Dearborn, Michigan

EdD in Curriculum and Practice - English as a Second Language

Webster university.

Saint Louis, Missouri

Doctor of Education in Teaching English as a Second Language

Columbia university in the city of new york.

Department of Arts and Humanities

New York, New York

Doctor of Education in TESOL

Texas a & m university-commerce.

Commerce, Texas

Doctor of Education in Supervision, Curriculum and Instruction - Bilingual Education

Doctor of education in supervision, curriculum and instruction - english as a second language, texas a & m university-kingsville.

Department of Teacher and Bilingual Education

Kingsville, Texas

Doctor of Education in Bilingual Education

Texas southern university.

Department of Curriculum and Instruction

Houston, Texas

Doctor of Education in Curriculum and Instruction - Bilingual Education

The university of texas rio grande valley.

Department of Teaching and Learning

Edinburg, Texas

Doctor of Education in Curriculum and Instruction - Bilingual Studies

Search NYU Steinhardt

Phd, bilingual education.

Degree requirements that are common across all doctoral programs in the Department of Teaching and Learning are described below. Please note that additional degree requirements vary according to the specific program or focus area. Prospective applications should also consult the specific  program descriptions  or contact particular program faculty to learn about program-specific requirements.

Coursework Requirements

Minimum credit requirements and some specific coursework requirements range from 48 to 60 credits, depending on program, focus area, and prior coursework completed. Nonetheless, all doctoral students in Teaching and Learning must complete the following common, core minimum requirements (which count toward those credit totals). Please note that these fulfill the  Steinhardt-wide coursework requirements .

• Pro-Seminar for Department of Teaching and Learning , to be taken in student's first year of enrollment. This course will introduce students to doctoral-level study and will assist in acclimating students to the department, scholarship, and the professional world of research studies. (This requirement may be waived by the student's program adviser to accommodate extenuating circumstances.)
• Two Cognate Courses , to be selected by student with approval of adviser. Cognate courses constitute those taken in an area outside of the program/focus area that are supportive to the student's research.
• Foundations Requirements : All students are required to complete 6 credits (two courses) of course work in the foundations of education during the first 24 credits of doctoral study. Graduate courses qualify for the foundations requirement when they are upper division courses (Steinhardt 2000 level courses or their equivalent in other schools) and designed to broaden students' access to knowledge beyond the areas of specialization. To this end, courses are considered foundational when they: (1) provide broad basic content not limited to a single profession, are outside the student's specialization, and do not require prerequisites; (2) are based on current scholarship in the arts, humanities, sciences and/or social sciences; and (3) have wide applicability to common issues of the student's specialization and profession.
• 15 credits of research methodology courses , of which one must be a  qualitative methods course  and one must be a  quantitative methods course . Per Department of Teaching and Learning requirements, students should complete one qualitative and one quantitative course in their first year of enrollment.
• Three credits of specialized methodology . This advanced, specialized methodology course should directly support the student's area of research and be linked to his or her planned dissertation work.

Dissertation Proposal Seminar  for Department of Teaching and Learning. (In some cases, this requirement can be fulfilled through an independent study, with approval of the adviser.) 

Additional Requirements 

1.  Doctoral Research Experience Requirement

Overview:  In each of the fall and spring semesters of Years 1, 2, and 3 of PhD study, all full-time students are required to enroll in a 0-credit research experience course. 

Purpose:  The purpose of this pass/fail course is for students to gain research skills that prepare them for independent scholarship. This course plays a central role in providing students with the foundational skills of various aspects of the research process, so that they are well prepared to meet the subsequent benchmarks for the PhD including the written and oral candidacy requirements (which may be undertaken concurrently with this course), the dissertation proposal, and the dissertation study. Providing students with this research experience in each of the first six semesters of PhD study prepares students to complete candidacy requirements in a timely manner.

Scope:  To fulfill the purpose above, students should expect this to be a substantial investment of time. Completing the course will typically involve on average 20 hours per week of research experiences. When applicable, a Research Assistantship can be an appropriate context for the scholarly activities to fulfill the requirements of this course, when the purposes of the RAship and this course align, with approval from the adviser, RA supervisor (if different from the adviser), and the department chair. 

Instructor:  The instructor for the course will serve as a mentor for the student's research experience. In most cases, the instructor will be the student's adviser or (with adviser approval) another faculty member with appropriate expertise and opportunities.

2. The  written candidacy requirement  consists of either a qualifying paper or a written exam. If a paper, it should be an original, article-length paper, of one of the following types, as negotiated with the faculty adviser.

• Empirical study (e.g. pilot study, paper based on analysis of faculty mentor’s data)
• Conceptual Paper (paper based on theory)
• Review of literature on a specific topic

Individual programs or focus areas may set specific requirements within this range of possibilities (e.g. by requiring a certain type of paper). The qualifying paper should be in addition to work completed for courses. It may be based on a project that a student begins in a course, but if so, it should be substantially revised and expanded upon. If the written candidacy requirement is a written exam, it will consist of several questions that assess different areas of competence and will be administered in a take-home format, with students having 2-3 months to complete the questions.

Whether a qualifying paper or a written exam, the students’ work on the written candidacy requirement must be approved by two readers; the first reader will typically be the student's adviser. The paper or exam will be submitted to the two readers preferably no later than the end of Spring semester of their second year. Once the student submits the qualifying paper or exam, the readers will respond in one of three ways: acceptance, rejection, or request for revision. In the event of a request for revision, the paper must be resubmitted according to a schedule agreed on by the student and the two readers. Revisions must be approved by the end of the Fall of the student’s third year. If the qualifying paper is ultimately rejected, either at first or after revision, the student is not permitted to continue in the PhD program. 

3.  The  oral candidacy requirement  will consist of a comprehensive exam scheduled after coursework has been completed and preferably no later than the Fall semester of the third year. Ordinarily two hours in length, the oral is a comprehensive exam covering between 25-30 readings (books or articles). Depending on the program, this reading list will be either a standard list for all students in the program, or a list that is drawn up by the candidate in consultation with an examining committee of two faculty members. Some, but not all, of the readings on this list may have been covered in coursework they take. Readings will cover subfields that reflect program/departmental expertise. The exam is conducted by an examining committee of two faculty members, and is graded Pass, Fail, or Pass with Distinction using a rubric common across all programs (see rubric below). On passing the oral examination, the student is admitted to candidacy. A failed oral exam may be retaken once, at a time agreed on by the student and the examining committee but within the time constraints described above. If the student fails the oral again, s/he is not permitted to continue in the PhD program.

4.  After successful completion of the written and oral candidacy requirements, students will complete and file the Application to Doctoral Candidacy. 

5.  Once advanced to candidacy, students then form their dissertation committees and proceed to develop a dissertation proposal.  Committees will consist of at least three members: a chair from Teaching and Learning and two additional members from within or outside of Teaching and Learning. At least one member should be in the student’s program area.

6. The dissertation proposal should not exceed 40 pages, and should include:

     a) Statement of problem and research question(s)

     b) Review of research literature/theory related to the question(s)/topic

     c) Research methodology section

     d) Statement of significance/expected contributions of the study

     e) Timeline of stages of research and expected completion date

7.  Upon the completion of the proposal, the dissertation committee must meet as a group to discuss and formally approve or recommend revisions to the proposal. Once the proposal has been approved, the committee must sign the appropriate forms and submit them to the appropriate Steinhardt offices. 

8. Once the proposal has been approved by the dissertation committee, it must be reviewed and approved by two additional faculty members. Possible recommendations of these two reviewers are: Pass, Deferred Pass, or Not Approved. If the proposal receives a recommendation of Not Approved, the student must rewrite and resubmit the proposal to the dissertation committee and the reviewers. 

9. Upon completion of the dissertation and its approval by dissertation committee members, a defense will be held with the student, chair, committee members, and at least two additional faculty members who did not serve on the dissertation committee, one of whom must come from outside the program. The defense, which will last for approximately two hours, will serve as the final stage of the doctoral process.

See the Steinhardt  doctoral webpage  for school-wide policies regarding matriculation, advisement, minimum residency requirements, candidacy, dissertation committees, and other policies and procedures. 

Lomonosov Moscow State University

Preparatory course (pre-university programme).

• Duration of study: March 2024 – July 2025.
• Holidays: July – August 2024.
• Start date: 1 March – 30 March 2024.
• Exams: June 2025.
• Tuition: $8900.
• The level of Russian: Beginner.
• Duration of study: September/October 2024 – July 2025.
• Start date: September – October.
• Tuition: $7000.
• The level of Russian: All levels.

• 1 BUSINESS SCHOOL
• 2 FACULTY OF BIOENGINEERING AND BIOINFORMATICS
• 3 FACULTY OF BIOLOGY
• 4 FACULTY OF BIOTECHNOLOGY
• 5 FACULTY OF CHEMISTRY
• 6 FACULTY OF COMPUTATIONAL MATHEMATICS AND CYBERNETICS
• 7 FACULTY OF EDUCATIONAL STUDIES
• 8 FACULTY OF ECONOMICS
• 9 FACULTY OF FOREIGN LANGUAGES
• 10 FACULTY OF FINE AND PERFORMING ARTS
• 11 FACULTY OF FUNDAMENTAL MEDICINE
• 12 FACULTY OF FUNDAMENTAL PHYSICAL-CHEMICAL ENGENEERING
• 13 FACULTY OF GEOLOGY
• 14 FACULTY OF GEOGRAPHY
• 15 FACULTY OF HISTORY
• 16 FACULTY OF JOURNALISM
• 17 FACULTY OF LAW
• 18 FACULTY OF MATERIALS SCIENCE
• 19 FACULTY OF MECHANICS AND MATHEMATICS
• 20 FACULTY OF PHYSICS
• 21 FACULTY OF PHILOLOGY
• 22 FACULTY OF PHILOSOPHY
• 23 FACULTY OF PUBLIC ADMINISTRATION
• 24 FACULTY OF SOCIOLOGY
• 25 FACULTY OF WORLD POLITICS
• 26 GRADUATE SCHOOL OF INNOVATIVE BUSINESS
• 27 GRADUATE SCHOOL OF MANAGEMENT AND INNOVATION
• 28 GRADUATE SCHOOL OF PUBLIC ADMINIASTRATION
• 29 HIGHER SCHOOL OF MODERN SOCIAL SCIENCES
• 30 HIGHER SCHOOL OF POLICY IN CULTURE AND ADMINISTRATION IN HUMANITIES
• 31 HIGHER SCHOOL OF STATE AUDIT
• 32 HIGHER SCHOOL OF TRANSLATION/INTERPRETING
• 33 HIGHER SCHOOL OF TELEVISION STUDIES
• 34 INSTITUTE OF ASIAN AND AFRICAN STUDIES
• 35 MOSCOW SCHOOL OF ECONOMICS
• 36 SOIL SCIENCE FACULTY
• Admission procedure

Jobs and Internships for English-speakers in Moscow, Russia

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