What is the TEA Project and what do we offer?

Teaching in English means teaching adaptations

Teaching in a foreign language can pose a number of challenges to teachers but the TEA Project has been established to help you feel more confident and to make a smooth transition to teaching in English.

The TEA Project offers

 Tailor-made support: language and methodology lessons to strengthen your linguistic competence and to adapt your pedagogical strategies(a teacher-fronted approach such as lecturing is often exhausting for both teacher and students and is not necessarily the most effective way for students to learn)

  Exchanges with your peers: in our workshops, you will be able to share your experiences with other teachers and learn from each other about what really works and how to put new teaching techniques into place.

 Flexibility: the TEA Project team adapts to your schedule and can almost always come to your office for individual meetings.

 A low-stress approach: while work and commitment are essential to your learning, our team recognises that it can sometimes be stressful to teach in English. Our one-to-one course ensures that you can move forward at a pace that suits you and focusing on the issues that matter the most to you.

What specifically do we offer?

Language support

Click here to find out more about the language training we are offering to any member of university in the academic year 2020/21.

We can offer personalised ‘general English’ support which covers a wide range of skills. This is based on an individualised analysis of your needs and ongoing evaluation during lessons.  More specifically this might include:

  • Pronunciation and fluency: personalised guidance and immediate feedback to look at specific words, stress patterns in words and sentences.
  • Conversation classes: conversation and debate with a native speaker (including personalised correction)
  • Reading: structured reading of newspaper articles, aiming to expose you to different kinds of formal written English (i.e. not simply the language of scientific articles) and thus increase your idiomatic vocabulary.
  • Presentation, lesson or exam practice: practise your lesson or oral exam questions beforehand with us to develop confidence and check accuracy.
  • Grammar: work on specific areas that you know you find difficult (tenses, the difference between ‘ever’ and ‘never’ and work on questions of grammar as they arise in context.
  • Vocabulary: work on specific areas of vocabulary you need for teaching in your field, or focus on areas such as ‘phrasal verbs’.
  • Reading and writing tasks focused on specific genres: emails, abstracts, course explanations
  • Collaborative correction of your abstracts, slides and articles: work together with an English teacher to get a better understanding of your mistakes.
  • Lesson observations: get feedback on your English use in context. Observations can help to identify pronunciation errors and good and bad linguistic habits.
  • Exam preparation class: join a weekly class to prepare for the Cambridge Advanced C1 exam. Find out more here.

Teaching methodology

Whilst it is important for a teacher to have a certain level of English before starting to teach in the language, research suggests that the teaching methods used are in fact far more important and have a far greater impact on student learning. When working on this area, we will explore your teaching metholodogy and look at your students, their language level and how you can integrate language focused activities in your sessions that can help them to learn more effectively in English.

  • Lesson observations: get feedback on how your teaching style can be adapted to ensure that students learn the content you need them to learn, whilst also learning the requisite language.
  • Course and lesson structure: we will work with you to look at individual lectures and across your course to ensure that your students’ language learning needs are factored in alongside the content they need to learn. We can help you to build in interactive teaching techniques that allow students to move from being receptive to productive.
  • Checking of teaching material: slides, handouts, exam questions, fiche de cours, UV entries
  • Assessing your students’ language level: we have tools that can help you to get an overview of your students’ level of English.
  • Student writing workshops: in collaboration with you, we can run writing workshops and exam preparation sessions for your students
  • Helping students to study in English : we can help you to prepare your students for studying in English by devising or running introductory sessions, giving tips and advice on strategies for studying in another language.

Teaching Teams

Whilst working with individual teachers, we can also work with a team of teachers on a course or in a faculty. This could address any of the issues outlined about but also covering issues such as:

  • CLIL methodology: an outline of the theory on teaching in a foreign language both in terms of teachers and students.
  • Course language policy: it is important to define a coherent and consistent course language regime that teachers and students are aware of and follow as best they can.
  • Specific language requirements for this course: we can help you to identify where language issues are possibly holding students back.
  • Collaboration between language teachers and course teachers: we can help to develop teaching practices that link up the language work done by the English department and content teaching as delivered in the faculty.

What our participants say about us

“I feel more relaxed and confident in interactions in English, at conferences and with students”

 “Being able to have a sustained conversation in English helps me to think in English, which makes my lessons flow more easily”

 “It was great to have help correcting my slides and hand-outs; going through them in collaboration with the teacher helped me to understand my mistakes and gave me useful vocabulary and phrases for the future”

 “The methodology sessions encouraged me to try out interactive activities. I wasn’t sure at first, but the students reacted really positively and I was less tired. I find this way of teaching much more rewarding and interesting!”

 “Giving my students the opportunity to discuss key concepts in small groups pushed them to explain and debate complex ideas in English”