Doctor of Philosophy in Teaching English as a Second Language (PhD)

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Overview

Teaching English as a Second Language (TESL) examines the social, linguistic, educational, cognitive, cultural and political processes affecting the teaching, learning, assessment, and use of English as an additional language locally and globally. 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.

 

What makes the program unique?

The program faculty have expertise in TESL methods, applied linguistics, second language acquisition and socialization, content-based language education, pedagogical and functional grammar, second language writing, issues of language and identity, language in education, multilingual literacies, language policy, and English in immigrant and international communities. The program also jointly sponsors the UBC/Ritsumeikan Joint Academic Exchange Program.

 
 

Program Enquiries

Still have questions after reviewing this page thoroughly?
Contact the program

Admission Information & Requirements

1) Check Eligibility

Minimum Academic Requirements

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

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

English Language Test

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

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

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

Overall score requirement: 92

Reading

22

Writing

22

Speaking

22

Listening

22

IELTS: International English Language Testing System

Overall score requirement: 7.0

Reading

6.5

Writing

6.5

Speaking

6.5

Listening

6.5

Other Test Scores

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

The GRE is not required.

Prior degree, course and other requirements

Prior Degree Requirements

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

Document Requirements
  • Master’s degree with high standing in a relevant educational discipline.
  • Sample of work demonstrating an ability to undertake research and scholarly writing (max. 30 pages).
  • CV or resume outlining work experience and academic history.
  • Well-written 500 word (maximum) Statement of Intent to describe your proposed doctoral research. Be sure to indicate how your previous education, professional experience, and research have prepared you to undertake your proposed research, and note which people in the department have expertise in your intended area of study.
  • The support of three referees including an assessment by at least two university instructors, preferably one of whom is the supervisor of the masters thesis. 
  • Scanned copies all official transcripts (including a key to transcript grades and symbols) and degree certificates from all post-secondary institutions attended outside UBC.

 

Other Requirements

Awards; fellowships; scholarships; and distinctions.

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

At least two years of successful teaching experience or equivalent.

 

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

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

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

or

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

or

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

2) Meet Deadlines

Application open dates and deadlines for an upcoming intake have not yet been configured in the admissions system. Please check back later.

3) Prepare Application

Transcripts

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

Letters of Reference

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

Statement of Interest

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

Supervision

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

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Teaching English as a Second Language (PhD)
The program will review research interests of applicants and recommend/match faculty members during the application/evaluation process. Applicants should not reach out to faculty members directly.

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

Citizenship Verification

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

4) Apply Online

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

Research Information

Research Highlights

TESL methods; Applied linguistics; Critical applied linguistics; Discourse analysis; Intercultural communication; Second language acquisition and socialization; Content-based language education; Pedagogical and functional grammar; Second language writing; Issues of language and identity; Language in education; Multilingual literacies; Language policy; English in immigrant and international communities.

Research Focus

TESL methods; Applied linguistics; Critical applied linguistics; Discourse analysis; Intercultural communication; Second language acquisition and socialization; Content-based language education; Pedagogical and functional grammar; Second language writing; Issues of language and identity; Language in education; Multilingual literacies; Language policy; English in immigrant and international communities.

Program Components

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

Geographic Restrictions

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

Tuition & Financial Support

Tuition

FeesCanadian Citizen / Permanent Resident / Refugee / DiplomatInternational
Application Fee$116.25$168.25
Tuition *
Installments per year33
Tuition per installment$1,875.34$3,294.66
Tuition per year
(plus annual increase, usually 2%-5%)
$5,626.02$9,883.98
Int. Tuition Award (ITA) per year (if eligible) $3,200.00 (-)
Other Fees and Costs
Student Fees (yearly)$1,116.60 (approx.)
Costs of livingEstimate your costs of living with our interactive tool in order to start developing a financial plan for your graduate studies.
* Regular, full-time tuition. For on-leave, extension, continuing or part time (if applicable) fees see UBC Calendar.
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. Tuition fees are reviewed annually by the UBC Board of Governors. In recent years, tuition increases have been 2% for continuing domestic students and between 2% and 5% for continuing international students. New students may see higher increases in tuition. Admitted students who defer their admission are subject to the potentially higher tuition fees for incoming students effective at the later program start date. In case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct.

Financial Support

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

Program Funding Packages

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

Average Funding
Based on the criteria outlined below, 6 students within this program were included in this study because they received funding through UBC in the form of teaching, research, academic assistantships or internal or external awards averaging $38,194.
  • 3 students received Teaching Assistantships. Average TA funding based on 3 students was $6,036.
  • 5 students received Research Assistantships. Average RA funding based on 5 students was $10,150.
  • 1 student received Academic Assistantships valued at $7,664.
  • 6 students received internal awards. Average internal award funding based on 6 students was $25,441.

Study Period: Sep 2022 to Aug 2023 - average funding for full-time PhD students enrolled in three terms per academic year in this program across years 1-4, the period covered by UBC's Minimum Funding Guarantee. Averages might mask variability in sources and amounts of funding received by individual students. Beyond year 4, funding packages become even more individualized.
Review methodology
Scholarships & awards (merit-based funding)

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

Graduate Research Assistantships (GRA)

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

Graduate Teaching Assistantships (GTA)

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

Graduate Academic Assistantships (GAA)

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

Financial aid (need-based funding)

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

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

Foreign government scholarships

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

Working while studying

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

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

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

Tax credits and RRSP withdrawals

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

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

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

Cost Estimator

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

Career Outcomes

Career Options

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.

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Teaching English as a Second Language (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

 20232022202120202019
Applications4143435541
Offers02211
New Registrations02211
Total Enrolment1112141616

Completion Rates & Times

This program has a graduation rate of 80% based on 11 students admitted between 2011 - 2014. Based on 6 graduations between 2020 - 2023 the minimum time to completion is 3.75 years and the maximum time is 8.21 years with an average of 5.62 years of study. All calculations exclude leave times.
Disclaimer
Admissions data refer to all UBC Vancouver applications, offers, new registrants for each registration year, May to April, e.g. data for 2022 refers to programs starting in 2022 Summer and 2022 Winter session, i.e. May 1, 2022 to April 30, 2023. Data on total enrolment reflects enrolment in Winter Session Term 1 and are based on snapshots taken on November 1 of each registration year. Program completion data are only provided for datasets comprised of more than 4 individuals. Graduation rates exclude students who transfer out of their programs. Rates and times of completion depend on a number of variables (e.g. curriculum requirements, student funding), some of which may have changed in recent years for some programs.

Research Supervisors

Supervision

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

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Teaching English as a Second Language (PhD)
The program will review research interests of applicants and recommend/match faculty members during the application/evaluation process. Applicants should not reach out to faculty members directly.

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

 
 

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

  • Ahmed, Anwar (Languages and literature)
  • 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)
  • Gunderson, Lee Paul (Languages and literature; reading-research; immigrant-achievement; home literacy environment)
  • Kubota, Ryuko (Specialized studies in education; critical applied linguistics; culture and language; Language Rights and Policies; language education; language ideologies; multicultural education; race and language teaching)
  • Li, Guofang (longitudinal studies of immigrant children)
  • Norton, Bonny (education, ESL, international perspectives, literacy, teacher research)
  • Talmy, Steven (ESL, TESOL, LOTE and sign language curriculum, pedagogy and didactics; teacher education)
  • Wernicke, Meike (Specialized studies in education; Intercultural Education; Language Planning and Policy; Multi-/Plurilingualism; Second Language Education (French); teacher education)
  • Zappa, Sandra (ESL, TESOL, LOTE and sign language curriculum, pedagogy and didactics; English for academic purposes; content and language integrated learning (CLIL) / content-based instruction (CBI); multilingual student experiences in higher education; inclusive teaching and learning in higher education; (interdisciplinary) collaboration between subject area and language area instructors; EAP pedagogies; genre-based pedagogies; Systemic Functional Linguistics for EAP; second language socialization theory; social network theory / individual networks of practice; qualitative research design; critical perspectives in language teaching and learning)

Doctoral Citations

A doctoral citation summarizes the nature of the independent research, provides a high-level overview of the study, states the significance of the work and says who will benefit from the findings in clear, non-specialized language, so that members of a lay audience will understand it.
Year Citation
2023 Dr. Afreen investigated Bangla heritage language teachers' transcultural identities in greater Vancouver. Teachers' investment in promoting Bangla as a mother tongue was informed by children's transcultural identities in Canada. This research advances knowledge about the identity of heritage language teachers in multicultural communities worldwide.
2022 The global COVID-19 pandemic has affected us all. Dr. Detwyler studied its early impacts on instructors of English as a second language in Canada. Their talk about emergency remote teaching reflected pandemic vulnerability among learners, precarious employment in the sector, and Canada's settler-colonial past as ongoing professional challenges.
2022 Dr. Abrar-ul-Hassan researched the role of instructors, who were working in public and private postsecondary institutions located in the Lower Mainland, British Columbia, as assessors in English for Academic Purposes (EAP) programs. His research contributes to the understanding of EAP assessment practices in a Canadian context.
2022 Dr. Moore developed new theory to explain the nature and causes of a phenomenon among Japanese-English bilinguals in which they distance themselves from their Japanese first language and culture. Terming the phenomenon first language dissociation, he identified a complex set of psychological and social factors that contribute to its emergence.
2021 Dr. Wong explored inquiry-based learning experiences of Grade 6 English Language Learners in a technology-enhanced classroom. Her results indicated that students were engaged in innovative learning tasks which encouraged them to move their competencies, such as effective internet use, and knowledge, such as grandparent stories, into the classroom.
2021 Dr. Gilman explored the impact of a family literacy program on women with immigrant and refugee backgrounds. This study concluded that a three-way model of family literacy has the potential for highly positive outcomes in both social and academic domains.
2019 Dr. Balyasnikova examined English language learning trajectories of older immigrants to Canada. Her research highlights the importance of creating tailored educational programs for this population. As part of her study, Dr. Balyasnikova developed curriculum that can be used in diverse instructional contexts.
2019 Dr. Surtees investigated English language learning, focussing on conversations between study abroad students and their peers. Her findings highlight factors that help and hinder abilities to build peer networks in English as well as the important role that previous international experience plays in facilitating interaction and relationship building.
2019 To understand and scaffold source-based writing practices of graduate students, Dr. Kowkabi offered a socio-pedagogical approach for analyzing the processes of source selection and source integration in student writing. Her study provides insights for institutional and educational action plans to support student interactions with source texts.
2018 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.

Pages

Further Information

Teaching English as a Second Language (TESL) examines the social, linguistic, educational, cognitive, cultural and political processes affecting the teaching, learning, assessment, and use of English as an additional language locally and globally. The program faculty have expertise in TESL methods, applied linguistics, second language acquisition and socialization, content-based language education, pedagogical and functional grammar, second language writing, issues of language and identity, language in education, multilingual literacies, language policy, and English in immigrant and international communities

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