This program is offered to State of Virginia Licensure applicants only. Other applicants including International students should apply for English Education (M.A.Ed. in Curriculum and Instruction)


Virginia Tech Blacksburg Campus


Residential/On Campus

The English Education programs at Virginia Tech meld traditional issues of teaching writing, language and literature with newly emerging practices and research in adolescent literacy, new literacies, multimodal technologies and teaching and learning in 21st century classrooms.

VDOE approved
30 credits of coursework
field internship opportunities
100% Faculty Commitment
Our English Education program

This program is designed for students interested in teaching middle or high school English, grades 6-12, who have successfully completed an undergraduate major in English. The MAED in English Education includes a combination of graduate coursework (e.g., educational foundations, methods of teaching English) and fieldwork (e.g., a 3-hour early field internship during the fall semester and a 9-hour student teaching internship during the spring semester). Students admitted to the program are required to complete 9-12 hours of coursework before beginning the early field internship. The program requires a minimum of 15-18 months to complete. There is also a two-year option.

Why Study English Education Here?

The English Education programs at Virginia Tech prepare English teachers, teacher educators, and scholars to be successful in the context of increasingly standardized education reforms. Working from the perspective that learning should be a generative act, faculty guide students in the exploration of concepts that make student-centered, dialogic approaches central constructs in the study of teaching and learning. Courses in the program focus on literacy development and consider the roles of language and culture in approaches to teaching that bring classroom content into dialogue with students’ lives in 21st century classrooms.

“I am so impressed with the one-on- one attention I receive in the English Education program. There is always someone, whether it be a supervisor, a director, an advisor, or a professor, that I can go to with any questions that I have. Our cohort feels like an eight-person, book-loving family. The program has made me feel confident and excited about teaching in the future.”

– Kirsten Corbman, 2018 Cohort

"This program definitely prepared me for the ever-changing world of education by helping me develop my values as an educator, by showing me how to make my content relevant to any student, and by teaching specialized skills that put me at an advantage in my school every day! I'm the go-to person at my school for advice on technology and innovative unit plans, and I wouldn't know anything about that without the education I received in the English Education department."

-Michele Newby, 2016

"Learning how to properly plan an entire unit was incredibly useful. I was unsure of how to connect multiple days' instruction in a meaningful and structured way, but learning about backwards design helped to narrow the focus of my instruction. Now I actually enjoy writing up lesson plans."

-Wes Holdren, 2015

"I would not be the teacher I am today without the guidance from Dr. Stewart and Tech's English Education Program. This program encouraged the best possible version of myself while helping me understand the importance of growing as an educator. I am so grateful for this program; it led me to be a teacher who cares, who listens, and who loves to be at work every single day. "

-Alix Tobasco, 2015

“The English Education program at Virginia Tech was helpful due to the hands-on experience it provided. It gave me a close to seamless transition into my teaching career because I had the freedom to explore out of my comfort zone and take risks, knowing I had support.”

-Maitland Mann, 2015

“As I am almost halfway through my second year of teaching English, I can honestly say that my experience with this program prepared me for beyond what I even needed to be prepared for. I still reference my time in VT's English Education program to this day, and I know I will continue to do so throughout my teaching career. The professors will go above and beyond for whomever has the honor of joining this family of future, past, and present educators.”

-Julia Hoback, 2016

 "The English Education program has been amazing in helping me achieve my goal of becoming an English teacher. Throughout my time in the program, I have worked with wonderful professors who have been nothing but supportive and encouraging." 

-Emma Tourtelotte, 2018 Cohort

“While learning in class about teaching practices, doctrine, etc. was valuable in many ways, I think I benefited the most from relationships found and made within the English Education program. Having someone I am comfortable with to practice teaching lessons to and gaining powerful feedback from made the transition into the classroom easier-- and way more enjoyable. Even today, I still keep up with both my cohort and my instructors!”

-Kristina Hagen, 2016

“I have found that the focus on reflective teaching has helped me the most. Consistently reflecting on my practice has allowed me to make concrete and validated changes to enhance my lessons. I have also benefited, immensely, from practicing lessons in our classes and being exposed to my peers' lesson plans.”

-James Steck, 2018 Cohort

"The English Education program at Virginia Tech gave me the tools and abilities to be able to connect with students whose lived experiences are vastly different than my own and whose experiences are vastly different from their surroundings."

-Joe Marzolf, 2017
Faculty Research Interests

English Education

Dialogic Pedagogy

High-stakes Testing

Qualitative Methodology

Writing Instruction and Creativity

Rural Education

Adolescent Literacy

Place-based Pedagogy

Special Populations in Rural Communities

English Education Research Highlights

Azano, A. P. (2017). Book review of Serving gifted students in rural settings. Journal of Research in Rural Education, 32(2), 1-3.

Azano, A. P., Callahan, C. M., Brodersen, A., & Caughey, M. (2017). Responding to the challenges of gifted education in rural communities. Global Education Review, 4(1), 1-16.

Azano, A. P., & Tackett, M. E. (2017). Perceptions of teachers and parents on the educational experiences of students with autism in a remote rural community. The Rural Educator (in press- October).


Stewart, T. T. (In press, Fall 2017). Dialogue, inquiry, changing roles, and the dialogical self. In F. Meijers & H. Hermans (Eds.), The Dialogical self in education. New York, NY: Springer.

Boggs, G. L., Stewart, T. T., & Jansky, T. (In press, published online 2017). Economic relevance and planning for literacy instruction: Reconciling competing ideologies. Journal of Adolescent & Adult Literacy.

Stewart, T. T., & Boggs, G. L. (2016). Emerging dialogic structures in education reform: An analysis of urban teachers'™ online compositions. Dialogic Pedagogy: An International Online Journal, 4, 142-161. doi:

Related Programs

Students interested in applying to the English Education Licensure Preparation Program (M.A.Ed. in Curriculum and Instruction) should contact the program leader, Dr. Trevor T. Stewart, by email at

State of Virginia Licensure Applicants

Spring: October 15 (Target deadline. Applications are reviewed on a rolling basis and students are admitted after Oct 15 when space is available)

Summer I: May 1

Summer II: June 1

Fall:  August 1

Other Applicants

This program is offered to State of Virginia Licensure applicants only. Other applicants including International students should apply for English Education (M.A.Ed. in Curriculum and Instruction)


Trevor Stewart
Program Leader
309 War Memorial Hall

Sherri Albert
Administrative Assistant
226 War Memorial Hall
(540) 231-5558

School of Education

226 War Memorial Hall (0313)

370 Drillfield Drive

Blacksburg, VA 24061