Florida State’s Foreign and Second Language Education (FSLE) program will prepare you for a rewarding career in teaching English as a second language (ESL) and foreign languages, such as Spanish, Italian, German, etc. We offer both research and practitioner degrees at the master’s, specialist, and doctoral levels.
In the interconnected world we live in, the demand for ESL teachers and foreign and second language teachers continues to increase both in America and overseas. Learning English is an invaluable skill in nearly every country, and English speakers are often eager to learn a second language. For those who go on to teach English to speakers of other languages, they will be treated to unique experiences found in no other profession.
In the master’s program, you have the opportunity to follow either an education or a research track. The education track offers solid theoretical and practical training to prepare you to teach English to speakers of other languages in the United States or abroad. In addition to offering the same coursework, the research track provides you with the opportunity to participate in individual and/or group research related to second language learning and teaching culminating in a thesis. This track also prepares you to pursue your FSLE education at the doctoral level. The master’s program is offered on-campus. As an added bonus, you’ll earn a graduate certificate in Teaching English to Speakers of Other Languages (TESOL) automatically when you complete the master’s program! Our online master's program in Curriculum & Instruction also offers a concentration in Foreign and Second Language Education for current teachers.
Our education specialist (Ed.S.) program is an advanced master’s degree. Applicants to the Ed.S. program should already hold a master’s degree in an area of Foreign and Second Language Education or related field. The purpose of this program is to expand your skills and knowledge in your current area of preparation or to extend your skills and knowledge to another area of Foreign and Second Language Education. You will have the opportunity to write a thesis or complete supervised research, pass comprehensive exams, or defend a portfolio or final project.
In the doctoral program, you will take courses in foreign and second language teaching methodology, second language acquisition, research methods, language assessment, the psychology of language learning, as well as educational psychology and policy. You will have the opportunity to conduct individual and team research on current issues in second language teaching and learning and present research findings at major scholarly venues.
Interested in earning a master's in Teaching English to Speakers of Other Languages (TESOL)? Learn more about our online master's in TESOL here.
In order to meet minimum University admission requirements, applicants must have:
- A bachelor’s degree with at least a 3.0 GPA – An earned bachelor’s degree from a regionally accredited U.S. institution, or a comparable degree from an international institution, with a minimum 3.0 (on a 4.0 scale) grade point average (GPA) in all coursework attempted while registered as an upper-division undergraduate student working towards a bachelor’s degree.
- GRE test scores. Official test results are required from the General Test of the Graduate Record Examination (GRE). These scores are considered official only when they are sent directly to the Office of Admissions from the testing agency. Examinee copies are not considered official. Graduate Record Exam (GRE): http://www.ets.org/ – FSU Institution Code: 5219.
M.S. and Ed.S. Applicant Target Scores:
Verbal – 146+
Quantitative – 140+
Ph.D. Applicant Target Scores:
Verbal – 151+
Quantitative – 145+
Writing – 3+
The Educational Testing Service (ETS) does not retain scores longer than five years. If your test scores are older than five years, you may have to retake the test to have official scores sent directly to FSU from the testing agency. If you have the report that was mailed to your home address for older scores, then FSU will accept that report.
NOTE: The GRE admission requirements for master's and specialist programs have been waived through Fall 2022.
- Language proficiency test (international students only)– FSU accepts scores from TOEFL (minimum 80), IELTS (minimum 6.5) and MELAB (minimum 77).
- Transcripts – Applicants must submit an official transcript (in a sealed envelope) from each college and/or university attended to the Office of Graduate Admissions. The address for submitting transcripts is:
Florida State University
Office of Graduate Admissions
314 Westcott Building
P.O. Box 3061410
Tallahassee, FL 32306-1410
Applicants must upload the following REQUIRED supporting documents to the Admissions Application Portal:
- Statement of purpose – should describe your purpose for pursuing a degree, qualifications and long-term career goals.
- A one-page document for M.S. and Ed.S. applicants
- A two-page document for Ph.D. applicants
- Letters of recommendation
- Two (2) for M.S. and Ed.S. applicants
- Three (3) for Ph.D. applicants
- One page resume/curriculum vitae
- Writing Sample – it is acceptable to submit a paper used in another class, or one that was published.
Master’s and Specialist programs:
- Fall: July 1
- Spring: November 1
- Summer: March 1
- Priority deadline for consideration for University funding: December 1
- Final deadline: February 1
- Spring: November 1
- Summer: March 1
Curriculum choices in our master’s and specialist programs are designed to enable students to become teacher leaders, college instructors, as well as curriculum specialists, state testing specialists and textbook company representatives. Doctoral program graduates are prepared to become university professors, researchers and leaders in the field.
According to the U.S. Bureau of Labor Statistics, job outlook for high school teachers is expected to grow 7.5% through 2026, which equates to approximately 76,800 new jobs. The job outlook for instructional leaders/coordinators is expected to grow up to 10.5% through 2026. That translates into over 17,000 new jobs nationwide. The median national annual salary range for instructional leaders/coordinators is $64,450 per year. In the state of Florida, foreign and second language areas are identified as critical shortage areas. For university or college professors, the Bureau predicts a 11.9% increase in jobs by 2026, totaling 4,100 new jobs. The median national salary is $67,640 per year.
A career in education can be very rewarding, and a typical path offers ample opportunities for professional development and growth. Educators make a difference in the lifelong learning experience of their students, as well as, the quality and standards of the programs they teach.
My research interests include second language (L2) motivation, grit and L2 persistence, L2 learner's mindset, and identity development. I also teach Chinese as a foreign language in FSU’s Department of Modern Languages and Linguistics.
My research interests are centered on second language acquisition, individual learner’s differences, cross-cultural studies in second language learning and teaching. More specifically, I am interested in L2 learners’ motivation and achievement in L2 teaching classroom contexts concerning the characteristics and traits in which individuals may differ from one another. Since motivation can be seen as a key aspect to second language acquisition, providing the initial stimulus provoking the commencement of the learning process as well as the driving force to sustain it, I am also interested in how learners’ motivation can be promoted by effective teaching through task manipulation and feedback.
I am interested in using self-regulation as a framework to investigate how the use of language learning strategies in second language learning affect learners’ learning process and performance. Self-regulated learning refers to the extent to which individual learners are active participants in their own learning, which is a more dynamic concept compared with learning strategies. My main research domain is L2 writing and the main context of my studies is China.
I am interested in foreign language teaching in the post method era, teacher well-being, teacher immunity, and teacher education. I enjoy working with future foreign language teachers, understanding their beliefs and exploring the complex issues that teaching encompasses.
I am interested in the dynamics and variation of the second language (L2) linguistic development across learners and developing organic measures of linguistic proficiency (complexity, accuracy, and fluency). I'm also interested in task-based language teaching, L2 learning motivation and individual differences in second language acquisition. More specifically, I'm interested in individual variation in adult learner's foreign or second language development and learning outcomes and how the learner's social-psychological base could influence the process and the trajectory of L2 development. Further, I'm interested in exploring ways to better understand and reflect on the learner's social-psychosocial factors in order to improve and enhance effective language instruction and learning in the classroom environment.
I am interested in how emotions influence students' foreign or second language learning – more specifically, how teachers perceive foreign or second language learner's anxiety and how their perceptions affect students' achievement. Another topic I am interested in is how to assist students in understanding and regulating emotions, such as anxiety, to facilitate their foreign or second language learning.
I am interested in language variation in different regions and L2 motivation on prevention and promotion.
As a teacher educator, I am interested in instructed second language acquisition (ISLA) and task-based language teaching (TBLT). My research is oriented toward the implementation of TBLT in the Colombian context and the implications it may have on teaching and learning English as a foreign language. I am also interested in teachers' and students' wellbeing through the lens of positive psychology.
One of my research interests is focused on bringing more attention to sign language within the field of Second Language Acquisition. Sign language is often neglected and overlooked in SLA because of its alternative modalities and little familiarity with sign language on the part of SLA researchers; it is much more prominent in Special Ed research. I believe that there exists a rich opportunity to conduct more research on sign language from an SLA perspective which would not only expand the scope of SLA, but also contribute to sign language pedagogy.
I consider myself as an emerging scholar in the field of second language acquisition. I'm also a sociolinguist and linguistic anthropologist, so I'd like to take on a sociological and ecological orientation to examine L2 teaching and learning. My personal research interest is the investigation of the mechanism of language socialization among Chinese students as they study English in English classes in China by interacting with English teachers. I pay specific attention to how this mechanism influences Chinese students learning English as a foreign language and the implications of the language socialization to English and English teacher education in China.
I am interested in individual differences, especially L2 motivation, language aptitude, L2 willingness to communicate (WTC); anxiety; instructed second language acquisition (SLA); task-based language teaching; study abroad; and quantitative research methodology.
I am interested in the agency and identity development of international teaching assistants (ITAs) in U.S. colleges and universities. ITAs constitute an important teaching force in U.S. colleges and universities; however, their teaching experiences and identity development remain largely untouched in the educational research. Being an ITA myself has empowered me to explore the challenges and barriers faced by most ITAs and to probe into their learning to teach and their trajectories to becoming effective in teaching.
I am interested in how the role of the second language (L2) motivation may affect the processes of second language acquisition (SLA), and L2 use, inclusively. More specifically, I am drawn to the mechanisms of L2 vocabulary acquisition in relation to the inner motivations of the L2 learner. As accurately authored by Wilkins (1972), “without grammar very little can be conveyed, without vocabulary, nothing can be conveyed.” It has long been a problematized issue as to how and why L2 learners may come to acquire different levels of vocabulary. In a divergence from the conventional stance that views motivation as a quantity of L2 performance, new light is being shed on the viewpoint of motivation as quality of L2 performance. I suggest that having a turn to the inner motivations of the L2 learner may facilitate the understanding of L2 vocabulary acquisition.
I am interested in language teaching and learning in different contexts, second language pragmatics (how to teach pragmatics and how language learners develop pragmatic competence), and second language motivation.
I am interested in the role that L2 motivation plays in ESL pronunciation. To be specific, I am studying how motivation exerts influence on ESL pronunciation performance and the relationship between L2 motivation and the selection of pronunciation learning strategies. Differing from those studies which view motivation as energy, I am focused on exploring how motivation as an integral variable which is driven by different individual needs can engender qualitative differences in individuals’ behavior and choices.
Click here to learn more about our faculty in the Foreign and Second Language Education program.
The School of Teacher Education Graduate Student Association (STEGSA) provides a relaxed space where students and faculty can develop a supportive community to productively share ideas, get feedback, and learn from each other. Click here to learn more!