Doctor of Philosophy in Teaching English as a Second Language (PhD)
Integrating research and practice, the graduate programs in Teaching English as a Second Language (TESL) offer professional development to teachers of ESL and prepare researchers and leaders in applied linguistics. TESL graduate students gain experience and understanding in such areas as: current issues in TESL theory and practice; second language acquisition, second language reading and writing, language socialization, language and identity, second language assessment, discourse analysis, critical applied linguistics, and research methods.
Meet a UBC representative
Q&A with UBC Graduate Student Ambassadorswebinar
Date: Thursday, 26 July 2018
Time: 12:30 to 13:30
Join our Graduate Student Ambassadors Samuel Adenyanju (MSc Forestry, Nigeria), Federico Andrade (PhD Public Health, Colombia), Maria Angélica Guerrero (MA Educational Studies, Colombia), Xining (Linda) Yang (PhD Pathology and Laboratory Medicine, China) and Dorine Akwiri (Master of Public Policy and Global Affairs, Kenya) who will be available to answer questions about their experiences at UBC, including topics such as accommodation, moving to a new city/province/country and settling in, making friends, being an international student, and more. This session is open to participants interested in different programs across all faculties at UBC. Please note that we will not be able to provide answers to questions regarding application or admissions policies or any that involve specific personal information.
1) a sample of work demonstrating an ability to undertake research and scholarly writing
2) CV or resume outlining work experience and academic history
3) a well-written 500 word (maximum) Statement of Intent
4) letters of support of three referees
5) if admitted, all official transcripts and degree certificates from all post-secondary institutions attended outside UBC
TOEFL (ibT) Overall Score Requirement
IELTS Overall Score Requirement
Supervisor commitment required prior to application?
Prior degree requirements
a Master’s degree with high standing in a relevant educational discipline,
at least two years of successful teaching experience or equivalent
All full-time students who begin a UBC-Vancouver PhD program in September 2018 or later will be provided with a funding package of at least $18,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $18,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.
Tuition / Program Costs
|Fees||Canadian Citizen / Permanent Resident / Refugee / Diplomat||International|
|Installments per year||3||3|
|Tuition per installment||$1,632.61||$2,868.22|
|Tuition per year||$4,897.83||$8,604.66|
|Int. Tuition Award (ITA) per year (if eligible)||$3,200.00 (-)|
|Other Fees and Costs|
|Student Fees (yearly)||$923.38 (approx.)|
|Costs of living (yearly)||starting at $16,884.10 (check cost calculator)|
All fees for the year are subject to adjustment and UBC reserves the right to change any fees without notice at any time, including tuition and student fees. In case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct.
Completion Rates & Times
This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.
Duff, Patricia (applied linguistics and sociolinguistics, multilingualism and work, sociocultural and sociopolitical aspects of languages in education, Adolescent issues, adult education issues, English and French as second languages, international perspecives)
Early, Margaret (Adolescent issues, English as a second Language, language education, literacy, teacher research)
Norton, Bonny (education, ESL, international perspectives, literacy, teacher research)
Shi, Ling (ESL, language education, writing and reading)
Talmy, Steven (Bilingualism and Multilingualism, Language Acquisition and Development, Teacher Education, English language learners (K-12), Language ideology, Critical applied linguistics, Linguistic racism, Linguicism)
Recent Doctoral Citations
- Dr. Ismaeil Fazel
"Dr. Fazel explored how doctoral students at a Canadian university attempted to publish their research. He also interviewed journal editors to seek their perspectives on the challenges facing doctoral students in getting published. This research has important implications for doctoral education and supervision." (May 2018)
- Dr. Jui-Ping Lin
"Dr. Lin examined four Western-educated, university Taiwanese teachers, their professional identities and teaching English writing as a global communication means. Her study provides pedagogical implications for teacher education programs to cultivate more agents of change in teaching English as a meaningful global language." (May 2017)
- Dr. Hyera Byean
"Dr. Byean examined how tracking practices, by which students are placed and taught according to English test scores, had negative effects on students' academic socialization. This critical ethnographic study suggests the need for reexamining tracking practices to fulfil the needs, interests, and knowledge of students from diverse backgrounds." (May 2017)
- Dr. Ryan Deschambault
"Dr. Deschambault examined the impact of fee-paying international students on BC's public schools. His analysis calls into question current understandings of international students in educational policies and practices, and acknowledges the important role English language learning plays in their school experiences." (May 2016)
- Dr. Timothy Brett Anderson
"Dr. Anderson examined the academic socialization dialogue of international and permanent resident Chinese PhD students at a Canadian University. His research highlights the importance of providing support and mentorship opportunities for culturally and linguistically diverse doctoral students to increase access into their respective academic communities." (May 2016)