Applied Linguistics & Language Education (ALLE) Program: TESOL & World Language Education

Wecome to the website for Applied Linguistics and Language Education (ALLE). Our primary programs are composed of Teaching English to Speakers of Other Languages (TESOL) and World Languages. We hope that you will take the time to explore our website and see the various features of our programs. You will also find answers to your questions and information on how to contact us.

Our Program

The Applied Linguistics and Language Education (ALLE) Program is an innovative, vibrant and growing unit at the University of Maryland. Housed in the Department of Teaching and Learning, Policy and Leadership (TLPL) in the College of Education, this program offers degrees and teacher certification in both Teaching English to Speakers of Other Languages (TESOL) and World Language Education (WLEd.). The ALLE Program powerfully combines theory, research, and practice throughout its coursework and teaching internships.

A unique feature of the program is the variety of ways in which ALLE components are combined in preparing students to adapt methods, materials, and curricula to a variety of culturally and linguistically diverse settings in the United States and abroad. The program's options are fully accredited by the Maryland State Department of Education (MSDE).

Our outstanding, highly diverse students come from different cultures and dozens of countries around the world. Several graduate students are Fulbright Scholars, and others have won prestigious fellowships from the Graduate School, the State of Maryland, and elsewhere. Many students are just starting their careers, but others bring relevant work experience, including teaching in K-12, university and adult education programs or coordinating language programs for large school districts or the federal government. Yet others are midlife career-changers coming from diverse fields.

Some ALLE practitioners teach world languages (WL) such as Spanish, French or Chinese in public or private elementary, secondary or postsecondary institutions; others teach English as a foreign language (EFL) in other countries; and yet others teach English to speakers of other languages (ESOL or ESL) in this country.

Graduates of our undergraduate and master’s programs take positions as K-12 and adult education teachers, community college teachers, university professors, researchers, supervisors and coordinators of language programs, consultants, language and diversity policy analysts, and project officers in non-profit organizations and government agencies.


Dr. Perla Blejer

Dr. Perla Blejer is a senior lecturer and foreign language coordinator in the Applied Linguistics and Language Education program in the Department of Teaching and Learning, Policy and Leadership (TLPL) at the University of Maryland, College Park. Dr. Blejer has taught courses in foreign language methods, curriculum design, educational psychology and sociology at the college level. She also taught foreign languages at the secondary level. Her expertise and research interests are in second language acquisition, foreign language education methodology, language program administration in higher education, and issues of equal opportunity for at-risk students and disadvantaged populations. Dr. Blejer serves as the program coordinator for the World Language Education Program.

Dr. Drew Fagan

Dr. Drew S. Fagan (Ed.D., Teachers College, Columbia University) is a Clinical Assistant Professor of Applied Linguistics and Language Education and the Outreach/International Coordinator for the Department of Teaching and Learning, Policy and Leadership in the College of Education at the University of Maryland. Dr. Fagan has worked as an ESL/EFL teacher and teacher educator in K-12, higher education, and adult education settings across the United States, Japan, China, Spain, and Mexico, and was the first EFL Fulbright Fellow to the Slovak Republic in 2005-2006. He has taught courses on ESL teaching methodology, linguistics for teachers of English language learners, pedagogical grammar for teachers, second language acquisition theory, and classroom discourse.

Dr. Fagan's research focuses on factors affecting teacher talk and the subsequent effect of talk on language learning opportunities in classroom interactions. His work has appeared in numerous publications within the Teaching English to Speakers of Other Languages (TESOL) field. Currently, his research examines the development of novice ESL teacher talk over the first five years of their careers. In addition to presenting his work at many international conferences, Dr. Fagan has also organized and chaired several colloquia and conferences which focus on educating ESL and other content area teachers for working with English language learners. 

Dr. Daisy Fredricks

Daisy Fredricks is Clinical Assistant Professor and PDS coordinator for the TESOL Program in the Department of Teaching and Learning, Policy and Leadership (TLPL) at the University of Maryland.  Dr. Fredricks holds a PhD in Applied Linguistics from Arizona State University, where she also earned an MEd in Curriculum and Instruction with a focus in bilingual and ESL education. 

Dr. Fredricks  also holds a BA in Spanish and Elementary Education from Grand Valley State University and has served as a classroom teacher for six years in the states of Michigan, Texas, and Arizona.  Her research interests include English language learner education, pre-service teacher education, language planning and policy, and qualitative research methods.

Dr. Jeff MacSwan

Dr. MacSwan is professor of education at the University of Maryland, and affiliated faculty in the UMD Linguistics Department and the Center for the Advanced Study of Language (CASL).  MacSwan's research focuses on the role of language in schooling, on education policy related to English Language Learners in the U.S., and on the linguistic study of bilingualism. 

MacSwan is the author of over fifty publications; examples of his work appear inBilingualism: Language and Cognition, Hispanic Journal of Behavioral Sciences, Lingua, Teachers College Record, and in edited collections. MacSwan is a Spencer Foundation/National Academy of Education Postdoctoral Fellow, and has served as a visiting scholar at the Massachusetts Institute of Technology and the Center for the Study of Multilingualism at Hamburg University.  He has given invited talks at Harvard, Syracuse, Ohio State, Chicago, Arizona, Santa Barbara, Stanford, Bangor, Hamburg, Bremen, Wuppertal, and the National Institutes of Health, among others.  MacSwan is co-editor of the International Multilingual Research Journal.

For more information about Professor MacSwan and for samples of his work, please visit his home page. He may be contacted at

Dr. Melinda Martin-Beltrán

Before joining the faculty at the University of Maryland, Melinda Martin-Beltrán earned her PhD in Educational Linguistics from Stanford University and worked as a bilingual and ESOL (English for Speakers of Other Languages) teacher in K-12 settings in the United States and Latin America. As a teacher educator and applied linguist using anthropological and sociocultural approaches, Dr. Martin-Beltrán has studied classroom practices and contexts that build upon the cultural and linguistic diversity of students in order to increase educational equity for language-minority students.

Dr. Martin-Beltran leads a research project examining the language learning among bilingual learners, English learners and Spanish learners in high school, funded by the Spencer foundation and the National Academy of Education Postdoctoral fellowship. She is Co-Principal Investigator on a Department of Education (IES) grant developing a cross-age, peer tutoring reading program to support vocabulary development and reading comprehension of younger and older English learners in elementary schools. Her research has been published in the Modern Language JournalLinguistics and EducationInternational Journal of Educational ResearchAcademic Exchange QuarterlyCritical Inquiry in Language StudiesEnglish Teaching: Practice and CritiqueInternational Journal of Inclusive EducationTeachers and Teaching: Theory and Practice, and TESOL Journal.

For more information about Dr. Martin-Beltran and for samples of her work, please visit her home page. She may be contacted at

Dr. Megan Madigan Peercy

Dr. Megan Madigan Peercy (Ph.D., University of Utah, 2004) is an Associate Professor in Applied Linguistics and Language Education (ALLE) at the University of Maryland.  Dr. Peercy has experience as an ESOL and Spanish teacher across a variety of ages and contexts, ranging from pre-K through adults.  Her research focuses on the preparation and development of teachers throughout their careers, as they work with language learners.  Dr. Peercy's recent work examines the theory-practice relationship in second language teacher education, teacher collaborative relationships and learning as they work with language learners, and teachers' academic language and literacy practices with language learners.  She is currently part of a research team with a $1.5 million Goal 2 Institute of Education Sciences grant, developing a cross-age peer tutoring program that develops the vocabulary and reading comprehension skills of English language learners. 

Examples of Dr. Peercy's recent work appear in Reading and Writing Quarterly, International Journal of Inclusive Education, and TESOL Journal.  Dr. Peercy 's research has been recognized with the National Reading Conference (now Literacy Research Association) Dissertation of the Year Award, and was a finalist for the International Reading Association Outstanding Dissertation Award.  She is also a recipient of the University of Maryland Graduate Faculty Mentor of the Year award.

For more information about Dr. Peercy and for samples of her work, please visit her home page. She may be contacted at

Dr. Kellie Rolstad

Dr. Kellie Rolstad is Associate Professor of Education at the University of Maryland.  Professor Rolstad earned her PhD in Education at UCLA, where she also earned degrees in Linguistics (BA) and Applied Linguistics (MA).  Dr. Rolstad previously served as Associate Professor of Language and Literacy and Curriculum Studies in the Mary Lou Fulton Graduate School of Education at Arizona State University.

Her research interests include the language of schooling, language diversity, digital and unschooled learning and literacy, homeschooling, and democratic education.  Her work has appeared in the Bilingual Research Journal, Bilingual Review, Teachers College Record, Hispanic Journal of Behavioral Sciences, Educational Policy, and in major edited collections.  She serves on the editorial boards of the Journal of Unschooling and Alternative Learning and the International Multilingual Research Journal

For more information about Dr. Rolstad and for samples of her work, please visit her home page.  You may contact Dr. Rolstad at

Dr. Denis Sullivan

Dr. Denis Sullivan (PhD University of North Carolina Chapel Hill) is a professor in the Department of Teaching, Learning, Policy and Leadership. His research focuses on analysis of pedagogical methods employed in Byzantine Greek military manuals, including use of examples, levels of vocabulary, the relation between text and illustration, and between prescription and practice. He also works on Byzantine hagiography. Dr. Sullivan's work has been supported by three academic year fellowships at Harvard University's Center for Byzantine Studies at Dumbarton Oaks. He is a member of the Advisory Board for the Dumbarton Oaks Medieval Library. Dr. Sullivan's books, chapters and articles have been published by Dumbarton Oaks Press, Hellenic College Press, E. J. Brill, the Institute for Byzantine Research-Athens, Oxford Press, Wiley-Blackwell, Ashgate and Routledge.

For more information about Dr. Sullivan and for samples of his work, visit his home page.He may be contacted at

Ms. Alice Zhang

Alice Zhang is a lecturer in the Applied Linguistics and Language Education program in the Department of Teaching and Learning, Policy and Leadership (TLPL) at the University of Maryland, College Park. She teaches Reading in the Content Areas I & II. Alice supervises interns and advises graduate students of the program. She is selected as a program reviewer working for the Council for Accreditation of Educator Preparation (formerly NCATE). In addition, she is a certified AP Reader of the College Board Alice’s research interest is teacher preparation and teacher development. She has organized numerous professional development workshops including online and brought experts of the field from the worldly recognized to the experienced classroom teachers. She has also presented at various national and international foreign language conferences with the topics focusing on 21st language teaching and learning. She advocates for national and international standards of excellence in language teacher preparation and development.

For more information about Ms. Zhang and for samples of her work, visit her home page.She may be contacted at


Joy Jones
Coordinator for TLPL Graduate Admissions and Student Services
Department of Teaching and Learning, Policy and Leadership (TLPL)
2311 Benjamin Bldg. 
University of Maryland 
College Park, MD. 20742 
Tel: (301)405-3118 


How can I take graduate courses in the ALLE Program at the University of Maryland? What are the admission requirements?

To enroll in any courses at the graduate level at UMCP, you must meet certain Graduate School requirements. To be admitted to the program, you must have the following:

  • a fully completed bachelor's degree with a double major in Secondary Education and one of the following languages: French, German, Russian, or Spanish with a Grade Point Average of 3.0 (B) or higher

  • scores at or above the 50th percentile on the Graduate Record Examination (GRE)

  • three strong letters of recommendation

  • an acceptable statement by the applicant of academic career objectives and their relation to the intended program of study

Responsibility for processing applications for admission is a joint effort between the Graduate School, College of Education's Graduate Studies Office, and the Department. Initially, application materials are collected by the College of Education's Graduate Studies Office and forwarded to the Department upon their completion. The application files are then reviewed by the appropriate departmental program review committee and a recommendation is made. Each recommendation is subject to approval by the Department Chair, by the Director of Graduate Studies, and ultimately by the Graduate School.

For further information on graduate admission and applications, visit Graduate Admissions page at: or contact:

Graduate Admissions, Lee Building
University of Maryland
College Park, MD 20742
(301) 405-4198

What are the degree requirements for the M.Ed. in Foreign Language Education? What does it take to graduate?

Please click here to see the degree requirements for the M.Ed. in Foreign Language Education.

What is the coursework for the M.Ed. in the Foreign Language Education?

Please click here to see the coursework for the M.Ed. in Foreign Language Education.

Can I transfer courses from another institution to apply for this degree?

Only courses taken at the graduate level and not used for another degree may be transferred to the M.Ed. degree at the University of Maryland. A total of six (6) credits may be transferred to the graduate program. 

How much would it cost to take graduate courses?

Please contact the Registrar's Office at (301) 314-8240 or go to for updated tuition and fees.

How do I determine my residency (in-state or out-of-state) status?

Your residency classification should be stated in your acceptance letter from the Graduate School. For questions about changing your status, contact the Residency Classification Office, 1118 Mitchell Building, (301) 405-2030.

What kind of financial aid is available?

Two types of financial support available are need- and merit-based support. Need-based support is determined on evidence of a student's need. The Office of Student Financial Aid, 0102 Lee Building, provides information on need-based federal, state, and institutional financial assistance programs. Eligibility for most awards is determined by the Free Application for Federal Student Aid (FAFSA). For more information on need-based financial aid, contact:

Office of Student Financial Aid
1135 Lee Building
University of Maryland
College Park, MD 20742
(301) 314-9000

Merit-based support is based on a student's academic potential. Merit-based awards include fellowships, scholarships, and assistantships. Information on the fellowships and scholarships is contained in the Graduate Application Packet. Graduate assistantships require 20 hours of work per week throughout the assignment in exchange for ten (10) credits of tuition remission, a stipend, and a health benefits option. Half-time assistants work 10 hours per week throughout the assignment and receive five (5) credits of tuition remission per semester and half the appropriate stipend.

Since individual departments offer graduation assistantships, individuals need to contact those units directly regarding the availability of such position. The Department of Curriculum and Instruction (EDCI) offers some graduate assistantships to qualified graduate students. Contact the Department at (301) 405-3324 or your advisor for more information. Some students in the M. Ed. program have received teaching assistantships at the University of Maryland's ESL preparatory institution, Maryland English Institute (MEI), 1101 Holzapfel Hall, (301)405-8634, The Graduate Fellowship Office at, 2108 Lee Building, (301) 405-4207, also receives announcements of graduate assistantships. To find out about national scholarships, fellowships, and research, please visit the National Scholarships Office at

You may also inquire if your employer will cover part of the tuition.

Can I take courses at other institutions?

Occasionally students in the M.Ed. program choose to take a course at another University of Maryland campus, at an institution that is part of the Washington Area Consortium, or at another accredited institution. Students must contact host institutions directly to find out the current offerings. Keep in mind that other institutions often have different registration schedules and that visiting students may not be given priority for registration. In order to take a course not offered at the University of Maryland, there is a form that needs to be completed prior to registration and that requires signatures from both the University of Maryland campus and the host institution. The form can be picked up from the Office of Student Services, Room 1210, Benjamin Building.

How do I find out about graduate student housing?

For information about graduate housing in close proximity to campus, write or call (301) 422-0147 or 1-888-230-7368, or email, or refer to the website at

For more information about the TESOL programs:

Contact Dr. Daisy Fredricks for M.Ed. in TESOL with certification (2-year) and MCERT in TESOL (13-month) at

Contact Dr. Drew Fagan for M.Ed. in TESOL without certification at

For more information about the World Language Education Program:

Dr. Perla Blejer

Ed. D., Director
World Language Education Program

Tel: (301) 405-7091

Questions regarding admissions or the application process: 

Joy Jones 
2311 Benjamin Bldg. 
University of Maryland 
College Park, MD 20742 
Tel: (301) 405-3118 

Our Mailing Address:

Department of Teaching and Learning, Policy and Leadership
College of Education

2311 Benjamin Bldg. 
University of Maryland 
College Park, MD 20742-1175
Tel: (301) 405-3324
Fax: (301) 314-9055