Second Language Education

Second Language Education is a dynamic and interdisciplinary field grounded in linguistics, education and the learning sciences, curriculum and instructional design, and psychology, preparing professionals to support English language learners and world language learners in diverse educational settings. As global mobility increases and multilingual competence becomes more essential in academic, professional, and community contexts, the demand for well-trained ESL and world language educators continues to grow. Graduates of the SLE master’s program are equipped with transferable skills that open doors to a wide range of career pathways, both in the United States and internationally, across traditional and non-traditional learning environments.

Career opportunities span K–12 schools, adult education programs, higher education institutions, private language centers, government agencies, nonprofit organizations, and international education initiatives. In addition, the program’s strong emphasis on research and inquiry provides excellent preparation for research-oriented careers in second language learning, teaching, and assessment. Graduates of ours pursue roles such as:

• ESL/EFL Teachers in U.S. or international contexts
• World Language Instructors (e.g., Spanish, Chinese, French)
• K–12 or Adult Education English Language Instructors
• English for Academic Purposes (EAP) / English for Specific Purposes (ESP) Instructors
• Curriculum Developers for language programs
• Language Assessment Specialists
• Teacher Educators and Professional Development Coordinators
• Program Administrators in language institutes or international schools
• Research Assistants or Analysts in education, language learning, and assessment

Click here to learn more about our faculty in the Second Language Education program.

Afsaneh Farhang

Afsaneh Farhang is a PhD candidate in Foreign and Second Language Education whose interest in the field grew out of over 14 years of experience teaching English to foreign language learners—primarily children—in non-native-speaking contexts, as well as tutoring learners preparing for IELTS and TOEFL for immigration purposes. Working with hundreds of learners from diverse backgrounds shaped her conviction that language development does not follow a single, uniform trajectory and that instruction must be responsive to individual learners’ needs, preferences, and goals. She is currently involved in research examining learners’ behavioral, cognitive, and motivational profiles, with particular attention to how mindsets, goal orientations, and beliefs about intelligence shape proactive language learning behaviors and communicative engagement. Reflecting on her experience in the program, she notes, “Being in this program has allowed me to connect my classroom experiences with theory and research in ways that finally explain what I observed intuitively for years.” Outside academia, Afsaneh is a devoted cat enthusiast and a semi-professional baker who believes that starting a challenging project is best accompanied by baking a chocolate cake. 🐈‍⬛🍰

Chaewon Noh 

Chaewon Noh is a Ph.D. student in Second Language Education at Florida State University. Her research focuses on the complexities of learner engagement, emotions (e.g., boredom and emotional intelligence), and individual differences (IDs) in L2 education. She is particularly interested in how AI-assisted feedback influences learner engagement in L2 contexts, as well as in proactive approaches to language learning.

Cigdem Ece Cokay

I am a doctoral student in Second Language Education at Florida State University with over 12 years of experience teaching English at the university level in Turkey and the United States. My research focuses on a qualitative study of proactive language learning behaviors among ESL students in U.S. ESL centers. I am particularly interested in how learners seek and engage with feedback and how these processes support their development as language learners. I currently work as a teaching assistant, research assistant, and instructor for undergraduate courses at FSU, which allows me to connect research with classroom practice and bring research and teaching together in meaningful ways. Outside of academia, I enjoy playing tennis, traveling, and spending time with my family.

Hao Lin 

I am a PhD candidate in Second Language Education at Florida State University. My path into this field was shaped by over a decade of teaching experience across contexts, including teaching English in China and Mandarin in the United States, which sparked my interest in how language learning unfolds across linguistic and cultural settings. At FSU, I am actively engaged in research on task-based language teaching, with particular attention to task engagement, task complexity, and research synthesis methods such as meta-analysis, alongside my teaching, academic, and community service. This program has pushed me to think more critically about the relationship between theory, methodology, and classroom practice, while also offering a supportive community that values collaboration and rigor. Outside of research, I enjoy sports, travelling, and reading.

Luna Cui

My early experiences in language teaching sparked my interest in why language learners develop so differently, leading me to pursue second language education with a focus on individual differences. I am particularly curious about how we can facilitate the language learning process by responding to learners’ fluctuating individual differences in more adaptive and responsive ways. My current research explores how these dynamic factors shape motivation in both language teaching and learning over time. Our SLE program has supported me by giving me the intellectual freedom to refine my research questions, develop both quantitative and qualitative methodological skills, and engage deeply with theory and current scholarship through close mentorship and collaborative dialogue. Outside of academia, I enjoy rock climbing and training my dachshund, both of which remind me that growth requires patience, resilience, and thoughtful guidance.

Manoucheka Belfort

My name is Manoucheka Belfort. My passion for second- and foreign-language learning and teaching has inspired me to pursue a PhD to contribute more deeply to the field of language education. I have previously worked as a high school foreign language teacher and as an English instructor for adult learners. Currently, I serve as a Graduate Teaching Assistant, where I engage in a variety of academic and instructional tasks. Outside of academia, I find great joy in nature, spending time outdoors, and cherishing moments with my loved ones. At the heart of my educational philosophy is the belief that “acquisition is a process that is not usually instantaneous.” — Anonymous

Nastaran Kadivar 

I taught English to EFL students for more than nine years in my home country, and it was during those years that I realized how powerful the bridge between theory and practice is, how much we can learn from the vast ocean of SLA research, and how much there is still to contribute. At FSU, I am involved in preparing future ESOL educators and conducting research on feedback-seeking behaviors and motivation in language learning. My experience in the program has been both inspiring and transformative; as I often say, “Each semester in this program feels like a fresh start, challenging but full of possibility.” Outside of academics, I enjoy swimming and love collecting unique pencils and erasers—tiny treasures that add color and creativity to my everyday work!

Yuqing Zhang

Yuqing Zhang is a Ph.D. student in Second Language Education at Florida State University. Her research focuses on written corrective feedback, feedback-seeking behaviors, and learners’ engagement with teacher and AI-mediated feedback (e.g., ChatGPT) in L2 writing contexts. Drawing on mixed-methods approaches, she is particularly interested in how learners strategically navigate multiple feedback sources during the writing process. “Being in this program has pushed me to think more critically about how theory, data, and real classroom practices can meaningfully inform one another,” she reflects. Outside of her academic work, Yuqing enjoys traveling, photography, cooking, and documenting everyday life through reflective writing.

Zhiying Li

Zhiying Li is a Ph.D. student in Second Language Education at Florida State University. Her passion for language teaching was first ignited in the classroom, where she taught English to middle school students in China. This foundational experience inspired her to pursue an MA in TESOL at University College London and continues to drive her current research at FSU. She now focuses on L2 learner psychology, investigating the factors that shape learner engagement at the task level. Outside of her studies, she enjoys practicing yoga, swimming, and hiking.