Master of Arts in Education – English Language Learners
- Fall January 10
- Spring July 1
- Pullman: Yes
WSU offers two masters degree programs in English language learners (ELL) education. The Master of Arts in Education – ELL specialization (M.A.) is a thesis degree designed for students who wish to focus on educational research in language and literacy and who may pursue a doctoral degree. The non-thesis Master of Education (Ed.M.) degree focuses on K-12. Its purpose is to develop teachers’ or other professionals’ knowledge and skills. The following information is for the M.A. degree.
The purpose of the thesis is to demonstrate a student’s understanding of educational research & theory as well as a student’s ability to design & implement a research study, and synthesize the results. These hypotheses/questions should be specific, clear, and focused on some aspect of educational inquiry. The thesis includes a review of the pertinent literature related to the research hypothesis/question, a description of the methodology used to investigate the hypothesis/question, the results of the study, and a discussion of the results. The outcome of the thesis research should add to the body of research in the particular field/area.
The final examination of the M.A. degree is intended to explore your ability to integrate and interpret material in the major and supporting fields with emphasis on the work presented in the thesis. The thesis may utilize quantitative and/or qualitative research methods. With committee approval, the thesis may follow an alternate format.
Students must have a minimum 3.0 cumulative GPA, complete the Washington State University Graduate School’s online application, Official transcripts from colleges/universities, supplemental departmental application, Resume or Vita, three letters of reference and a letter of intent as described on the supplemental application.
Ardasheva, Yuliya, Ph.D.
Contributions of individual differences to second language development and on the interplay between second language and academic development, language-minority education programs, effective instructional techniques for accelerating language and literacy development, content-based models to support language-minority education.
Chang, Ai-Chia, Ph.D.
Interests include English education and particularly the use of internet technologies to support English language learners. Her recent research projects have focused on the uses of Facebook and flipped instruction to support teaching and learning.
Day-Wiff, Deanna, Ph.D.
Literacy, Children’s Literature, Reader Response Theory and Comprehension strategies.
Egbert, Joy, Ph.D.
Learning environments, particularly as they involve English language learners and technology. Her most recent focus is on differentiation and engagement.
Ernst-Slavit, Gisela, Ph.D.
Language and education in culturally and linguistically diverse settings using ethnographic and sociolinguistic perspectives, oral language development and academic literacy for emergent bilinguals.
Guerrettaz, Anne Marie, Ph.D.
Educational linguistics. Dr. Guerrettaz investigates language teaching materials and their deployment in classroom interactions, Indigenous language planning and bilingual education, including Yucatec Maya language teaching and revitalization in southeastern Mexico.
Johnson, Eric, Ph.D.
Ethnographic approaches to language-minority education programs and language policies in public schools.
Language policy and planning, the application of policy as practice,
Immigrant communities, parent and community engagement, bilingual education, and Hispanic Serving Institutions.
Kelley, Jane, Ed.D.
Dr. Kelley’s research is two-fold. First, she applies a critical multicultural analysis to children’s literature in order to bring the ideology of power as it is portrayed in children’s literature. Second, she investigates pedagogical strategies to introduce a critical multicultural analysis to pre-service teachers, service teachers, and graduate students.
Kucer, Stephen, Ph.D.
The relationship between text processing and comprehension, understanding literacy and its instruction from a multi-dimensional perspective, and the use of thematic units for promoting both literacy and concept development.
Newcomer, Sarah, Ph.D.
Focus on how language policies are implemented and negotiated in schools, bilingual education, and the development of literacy and biliteracy. Her interests also include how educators, families and other stakeholders create empowering learning practices, both inside and outside of schools, as well as the development of school community agency.
Puzio, Kelly, Ph.D.
With a focus on literacy, Dr. Puzio’s investigates ways that teachers can provide differentiated and culturally relevant instruction.
Salsbury, Thomas Lee, Ph.D.
Second language acquisition, vocabulary acquisition in content areas, development better measures of lexical proficiency.
Ward, Barbara, Ph.D.
Research interests pertain to gender and literacy. She is particularly interested in the identity of readers and the incorporation of children’s and young adult literature in today’s classrooms. Culturally responsive pedagogy is at the heart of her teaching and research agendas.