John Hopkins University

What you'll study

The programme combines core courses in language acquisition theory and research with practical training in classroom methods and assessment. Typical topics include:

• Second Language Acquisition: cognitive and social theories of how learners acquire additional languages.
• Applied Linguistics and Research Methods: qualitative and quantitative methods for classroom and programme evaluation, and a capstone research project or thesis option.
• Language Teaching Methodology: approaches and techniques for teaching English or French across ages and proficiency levels, including task‑based learning and content‑based instruction.
• Assessment and Testing: principles of formative and summative assessment, designing valid and reliable tests, and using assessment data to inform instruction.
• Curriculum and Materials Design: syllabus design, materials development and adaptation for diverse learning contexts.
• Technology and Digital Literacies: integrating educational technology, blended and online delivery, and corpus tools for language teaching.
• Sociolinguistics and Multilingualism: language policy, identity, classroom interaction and inclusive practices for multilingual learners.
• Practicum/Supervised Teaching: school or community‑based placements with supervised teaching practice and reflective seminars.

The programme is typically structured to be completed full‑time over one to two years, with part‑time pathways available. Students choose electives to deepen a specialism (for example, young learners, academic English, or French as a heritage language) and complete a practicum and a culminating project that demonstrates applied competence in teaching and programme development.

Entry requirements

Applicants normally need a recognised undergraduate degree and transcripts, a personal statement outlining professional goals and preparation for graduate study, and letters of recommendation from academic or professional referees. Teaching or volunteer experience with language learners strengthens an application, though candidates from related disciplines who demonstrate relevant interest and aptitude are also considered.

International applicants whose first language is not English are required to provide evidence of English proficiency. Where the student wishes to specialise in French, evidence of prior study or proficiency in French is expected. The admissions process may request an interview or sample teaching demonstration as part of selection.

Career prospects

Graduates move into a range of roles in education and beyond, including:

• Classroom teacher of English or French in primary, secondary or tertiary settings (domestic and international).
• ESL/EFL programme coordinator, curriculum developer or materials writer for publishers and educational organisations.
• Language assessment specialist or test developer in public and private assessment bodies.
• Adult and community education teacher, workplace language trainer or corporate communication trainer.
• Educational consultant, policy advisor or NGO specialist working on language education and literacy programmes.
• Further academic study at doctoral level in applied linguistics, language education or related fields.

Johns Hopkins graduates benefit from professional networks, placement support and a portfolio of practicum experience that employers in international schools, language institutes and higher education value.

Why study at Johns Hopkins University

Johns Hopkins offers a research‑led approach to language teacher education, drawing on interdisciplinary strengths across the School of Education and the university’s humanities and social science departments. Students work with faculty active in applied linguistics, language assessment and curriculum innovation, and have access to campus research centres and language resources.

The programme emphasises evidence‑based practice and provides supervised teaching placements in the Baltimore area and beyond, enabling students to apply theory in diverse classrooms. Small seminars, opportunities for collaborative research, and career services tailored to educator pathways help graduates move quickly into professional roles or continue to doctoral study.