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

Overview

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.

 

Quick Facts

Degree
Doctor of Philosophy
Subject
Education
Mode of delivery
On campus
Registration options
Full-time
Specialization
Teaching English as a Second Language
Program Components
Dissertation
Faculty
Faculty of Education

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Program Enquiries

If you have reviewed the information on this program page and understand the requirements for this program, you may send an enquiry

Requirements

Document Requirements

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

92
22
22
22
22

IELTS Overall Score Requirement

7.0
6.5
6.5
6.5
6.5

Supervisor commitment required prior to application?

No

Prior degree requirements

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

Other Requirements

at least two years of successful teaching experience or equivalent

Deadline Details

Application Deadline

Deadline to submit online application. No changes can be made to the application after submission.

Transcript Deadline

Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.

Referee Deadline

Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.

September 2020 Intake

Application Open Date
01 August 2019
Canadian Applicants
Application Deadline: 01 December 2019
Transcript Deadline: 06 December 2019
Referee Deadline: 15 December 2019
International Applicants
Application Deadline: 01 December 2019
Transcript Deadline: 06 December 2019
Referee Deadline: 15 December 2019

Funding Sources

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

FeesCanadian Citizen / Permanent Resident / Refugee / DiplomatInternational
Application Fee$104.00$168.25
Tuition *
Installments per year33
Tuition per installment$1,665.26$2,925.58
Tuition per year
(plus annual increase, usually 2%-5%)
$4,995.78$8,776.74
Int. Tuition Award (ITA) per year (if eligible) $3,200.00 (-)
Other Fees and Costs
Student Fees (yearly)$930.14 (approx.)
Costs of living (yearly)starting at $16,884.10 (check cost calculator)
* 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.

Statistical Data

Enrolment Data

 20182017201620152014
Applications3328281727
Offers23244
New registrations23231
Total enrolment1919181919

Completion Rates & Times

Based on 7 graduations between 2015 - 2018 the minimum time to completion is 3.66 years and the maximum time is 8.66 years with an average of 6.04 years of study. All calculations exclude leave times.
Disclaimer
Admissions data refer to all UBC Vancouver applications, offers, new registrants for each year, May to April [data updated: 22 March 2019]. Enrolment data are based on March 1 snapshots. Program completion data are only provided for datasets comprised of more than 4 individuals. 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 [data updated: 27 October 2019].

Research Supervisors

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)
  • Galla, Candace (what types of technology initiatives (low-, mid-, or high) Indigenous language communities are using to revitalize, maintain, and promote their language)
  • Kubota, Ryuko (Language Rights and Policies, language education, multicultural education, culture and language, race and language teaching, language ideologies, critical applied linguistics)
  • Li, Guofang (longitudinal studies of immigrant children)
  • 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)
  • Zappa, Sandra (academic discourse socialization of (international) English language learners in higher education, examining the literacy socialization trajectories and the role their individual networks of practice (INoPs, a concept I coined) in becoming aware of the host culture values and expectations; projects examining the intercultural competence development of foreign language teachers studying abroad; foreign language-learning through peer exchange programs; academic English coaching for university-level English language learners; collaboration between language and subject specialists; and student perceptions of academic English language development in CBI courses.)

Recent Doctoral Citations

  • Dr. Nasrin Kowkabi
    "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." (May 2019)
  • Dr. Victoria Christine Ishbel Surtees
    "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." (May 2019)
  • 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)

Further Program Information

 

Apply Now

If you don't have a UBC Campus-Wide Login (CWL) please create an account first.
 

September 2020 Intake

Application Open Date
01 August 2019
Canadian Applicant Deadline
01 December 2019
International Applicant Deadline
01 December 2019
 

Supervisor Search

 

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