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Program Overview

Language Teaching Studies (LTS) Masters of Arts in the Department of Linguistics

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Program Update: Starting in Summer 2018, the first term of the program will be completely online. All three of the first core courses will be taught via the internet. This means you won’t need to physically arrive on campus until fall. Learn more.

The MA Language Teaching Studies (LTS) is an intensive and comprehensive 15 month (5 quarter term) Masters of Arts program designed for the second, foreign, or indigenous language teacher, i.e. the teacher of EFL/ESL (English), JFL/JSL (Japanese), CFL/CSL (Chinese), SFL/SSL (Spanish), Sahaptin, Tolowa Dee-Ni’, etc.

This unique MA program, housed within the Department of Linguistics, provides a solid foundation in the principles of second language acquisition and pedagogy while allowing specialization in teaching one or more languages. Many of our students specialize in teaching English, or in English and an additional language, but a certain percentage focus only on a language other than English. Applicants to the program should already have the expected proficiency in the target language(s) typically required for teaching positions in the language(s).

This rich linguistic diversity is possible through collaboration with the American English Institute (AEI) as well as through links to other departments and organizations at the University of Oregon, such as the East Asian Languages & Literatures Department (EALL), the Romance Languages Department, the Yamada Language Center, the Center for Applied Second Language Studies (CASLS) and its Chinese Flagship Program, and the Northwest Indian Languages Institute (NILI), among others. One of the primary goals of the program is to prepare leaders in language teacher education, both domestically and internationally. The program is particularly sensitive to the changing needs of the language learner in this era of globalization, technological development, and internationalization.

Towards this end, course work:

  • emphasizes best uses of technology to integrate real language into the language classroom, motivate learners, and foster autonomous learning,
  • encourages methodology based on current research, principles and approaches that can be applied to fit varying languages and language learning situations,
  • provides a background in assessment to match the new international need for proficiency-based tests,
  • culminates in the application of what has been learned in the program to a final, individualized Master’s Project that is designed for a ‘real’ teaching context. (See this page for a list of Master’s Project titles 2005-2017).

Please note that this program is not designed to prepare students for a theoretical linguistics Ph.D. program.

Who Enrolls in Our Program

An MA in Language Teaching is considered the terminal degree for language teachers who wish to teach adults or children in private or public schools, institutions, colleges, or universities in the US or abroad. Our graduates teach across multiple contexts both in the US and abroad. See our Alumni spotlight pages, the LTSblog site, and this newsletter article to see examples of what some of our graduates have done or are doing now.

Public K-12 schools require additional licensure in their local states, as well as preparation through programs such as the UO Teach Program in the College of Education. Public elementary and secondary schools abroad likewise generally require additional local certification.

Our admissions are limited to a cohort of 20-25 students each year, to ensure a quality graduate experience.

Applicants to our program include all of the following:

  • international students as well as U.S. citizens
  • pre-service as well as experienced teachers seeking additional qualifications
  • second and foreign language teachers of English or other languages
  • teachers of indigenous (e.g. Tolowa, Sahaptin, Chinook Wawa) and less commonly taught languages (e.g. Arabic, Persian, Russian, etc.)

In addition to creating a highly stimulating learning environment, this diversity of students and languages allows our program to both

  • focus on common, research-based language learning and teaching principles
  • remain highly sensitive to the many different contexts and learner needs language teachers encounter

See here for more description of this unique, multilingual aspect of our program.