Second languages and cultures (SLC) education
SLC graduate programs focus on language teaching, learning and use in a range of contexts and settings, including:
- World (foreign) language education
- English as a second or foreign language (ESL/EFL)
- Immersion and bilingual (dual language) education.
The coursework includes instruction for teachers and others who work with language minority and language majority students. By incorporating attention to all second language teaching and learning contexts within one program, we provide graduate students with the academic preparation and experience to work with students in a wide range of school and community contexts. SLC graduate programs provide preparation for those who are or will be teaching in K-12 schools, as well as for those who work with adult learners, teach at the university level, or conduct research in second languages and cultures.
Program information in second languages and cultures education
Ph.D.: a research-based doctoral degree for scholars and professionals who want to develop advanced research, knowledge and skills within second languages and cultures fields
M.A.: a research-based master's degree for individuals who want to develop research and teaching skills, and advanced knowledge within second languages and cultures fields
M.Ed./Initial Licensure in World Languages and Cultures and ESL: for individuals seeking initial licensure to teach in K-12 settings
M.Ed./professional studies: for licensed teachers and other professionals interested in gaining advanced knowledge and skills with specific emphasis in second languages and cultures education
Additional Licensure in World Languages: for K-12 licensed teachers seeking an additional licensure in a world language or for world language teachers with restricted licenses (e.g., 7-12) wishing to extend the licensure to K-12
Additional Licensure in ESL: for K-12 licensed teachers seeking an additional licensure in ESL or for ESL teachers with restricted licenses (e.g., 7-12) wishing to extend the licensure to K-12
Alternative Pathway to Initial Licensure in a World Language or ESL (formerly titled Teaching Chinese): primarily for individuals seeking initial teaching licensure in critical languages such as Mandarin Chinese and Arabic – restrictions apply
Certificate in Advanced Practices in Second Language Teaching
Certificate in Dual Language and Immersion Education
Student profiles
- Johanna Ennser-Kananen
- Jason Martel
- Sachiko Horii
Hello, I’m Hanna. Originally, I come from a small wine town, Langenlois, in Austria, but I lived in Vienna for 11 years. I loved studying and living there, and was lucky to find a teaching position at a bilingual high school for English as a foreign language and German as a second language. After two semesters abroad in Malta and South Africa and five years of teaching, I was ready to jump across the big pond and come here to start my PhD in Second Languages and Cultures. My special interests lie in language ideologies and attitudes and multilingual language acquisition. Email me if you want to know more:
ennse006@umn.edu.
Hallo, ich bin die Hanna, komm’ aus der Weinstadt Langenlois in Österreich, habe allerdings 11 Jahre in Wien gelebt und es dort sehr genossen. Nach meinem Lehramtsstudium hab’ ich an einem bilingualen Wiener Gymnasium einen Job als Englisch- und DaZ-Lehrerin bekommen. Nach zwei Auslandssemestern in Malta und Südafrika und fünf Jahren im Lehrberuf hab’ ich den Sprung über den großen Teich gewagt, um hier in Minneapolis mein PhD Studium “Second Language and Cultures” zu beginnen. Meine Schwerpunkte dabei sind Sprachideologien und multilingualer Spracherwerb. Schreib’ mir doch, wenn du noch Fragen hast: ennse006@umn.edu.
Joining the SLC track within C&I’s Ph.D. program after five
years of teaching high school French has reshaped my career path
in exciting ways. I am benefitting as a future foreign language
teacher educator by studying other second language instructional
contexts, such as ESL and immersion education. Working with
student teachers allows me to make important theory-to-practice
connections and cultivates my desire to study relationships
among student teachers, classroom teachers, and university
supervisors and how those relationships impact novice language
teachers’ practice. I truly appreciate the example that the SLC
professors set as both academics and people; they not only
contribute significantly to the field of language teaching and
learning, they are also committed to seeing all their students
succeed by giving us the tools to have a meaningful impact in
the field, whether in the academy or in the classroom.
As a Russian and Japanese teacher, I joined the SLC track
within C&I’s Ph.D. program to become a specialist in language
teacher education and development. The program has provided me
with a number of opportunities to explore and expand my research
interests and develop my research skills to pursue them. The SLC
faculty is a group of dedicated researchers who are constantly
challenging and advancing their fields. The quality education
that I am receiving is preparing me to become a specialist in my
field and further expanding the future possibilities for my
career path.
Faculty
Martha Bigelow
My primary research focus is on the language learning,
academic progress, and cultural adaptation of adolescent
immigrant/refugee youth, including the education
policies and pedagogical practices that serve as
barriers to their success.
Tara Fortune
(affiliate member)
My research, teaching and professional outreach targets
the program design and implementation needs of dual language and
immersion educators. Current interests include struggling
learners and character-based literacy development in immersion
classrooms.
Kendall King
My research encompasses ideological, interactional and
policy perspectives on second language learning and
bilingualism, with particular attention to educational
practices impacting language use among minority populations
in Latin America and Spanish speakers in the U.S.
Susan Ranney
My teaching and research interests include questions regarding
what second language learners require in order to become
competent speakers of the target language and how teachers can
promote language learning through contextualized and engaging
classroom practices.
Elaine Tarone (affiliate
member)
My variationist research on second language acquisition
focuses on the description of the forms and functions of learner
language, and the way learner language forms shift in
relationship to social contextual factors such as interlocutor
role and identity, task and topic.
Diane Tedick
My research interests focus on student language
development and the pedagogy required for the successful
integration of language and content instruction,
particularly in dual language and immersion contexts.
Constance Walker
I have a longstanding interest in the schooling experiences of second language learners. My research interests include the identification of collaborative practices among school personnel that can best enhance students’ language development and academic content learning.
Information for Prospective international visiting researchers
Prospective international visiting researchers seeking affiliation with the University of Minnesota and the SLC program The SLC program at the University of Minnesota is able to host a limited number of scholars who wish to conduct SLC-related research. The SLC program and the University extend our resources on a selective basis in the spirit of collegiality and to foster the further development of knowledge.
Because of limited space, we are unable to provide offices or computers. It is strongly recommended that the visitor bring his/her own laptop. Visitors will obtain library access and be expected to participate in the academic and social life of the SLC program. A per-semester fee is charged for processing paperwork by the university and department. Visitors can potentially audit (for no credit) one or two courses although final decision rests with the instructor of each course. Students who wish to enroll and take multiple classes for credit (but are not seeking a UMN degree) are required to pay out-of-state tuition.
Preference is given to Ph.D.-holding scholars and researchers, with permission granted occasionally to advanced graduate students from other institutions pursuing dissertation research. Applicants must first identify an academic contact within the SLC program whose work is most closely related. The applicant should write a letter of inquiry to that faculty member. (Please only write to one faculty member.) This letter should: (1) outline the proposed research, (2) explain why the SLC program or particular faculty member's work is the best fit for applicant's proposed research, (3) state requested period of visit, and (4) include a current curriculum vitae.
More info
Revised December 2009
