Mathilde is a graduate from the MSc TESOL & Intercultural Communication programme

Tell us a little bit about your background...

I was born in France and spent the first fifteen years of my life there with my British parents, which meant I grew up bilingual in French and English. Being immersed in two cultures from an early age sparked my love of languages and has guided many of my academic and professional choices. I went on to study at Heriot-Watt University, where I earned an MA in International Business Management with Languages. After graduating, I worked as a Project Manager for a translation company, before starting the TESOL and Intercultural Communication course at Strathclyde. 

What drew you towards undertaking this degree?

After graduating from Heriot-Watt, I took time to reflect on what I had gained from my studies. While I found the business management aspects engaging, I realised that my true passion lay in languages. The languages sector is vast, and working for a translation company allowed me to explore one area of it. Although this position helped me develop a valuable set of skills, I soon recognised that translation was not the path I wanted to pursue long-term.

This prompted me to consider other areas more closely aligned with my interests, and language education quickly stood out. Having grown up with British parents and a mother who was an ESL teacher, I was raised with a strong belief in the importance of multilingualism and cross-cultural understanding. This perspective was reflected throughout my academic journey and in the opportunities I sought to teach both French and English. I also knew that I wanted to work in a field where I could make a positive social impact. These experiences ultimately led me to the TESOL and Intercultural Communication program at the University of Strathclyde, which perfectly combined my interests in language, education, and cultural exchange.

Tell us about the format of the programme. What was a typical week like?

I attended the University of Strathclyde from September 2021 to September 2022, during which the course was delivered in a hybrid format, with some classes held online and others in person. This approach provided valuable flexibility while still offering opportunities to connect and collaborate face-to-face. As our course was made up of students from all over the world, these in-person interactions were especially meaningful in developing our intercultural communication skills.

Coming from a large undergraduate program, I particularly appreciated the smaller class sizes and seminar-style classes. This format encouraged active participation and closer engagement with both lecturers and peers, which greatly enhanced my learning experience. The limited number of contact hours also gave me the opportunity to work alongside my studies and volunteer at an English language school in Stirling.

Tell us a little bit about your dissertation topic...

At the start of my studies, I found it challenging to identify a dissertation topic that I was truly passionate about and that aligned with my desire to create a positive social impact. When I began volunteering as an English tutor at a language school for adult refugees, asylum seekers, and forced migrants in Scotland in January 2022, I knew that I had to take advantage of the first-hand insight into the challenges learners face in learning a new language that I was getting.

These observations, alongside my perspective as a novice teacher, led me to look into Scotland’s ESOL strategy. While the strategy recognised the role of TESOL in supporting inclusion, it did not address the specific language learning profiles and barriers faced by adult migrants. This inspired my dissertation on foreign language anxiety, a widely researched area with little focus on adult migrants in Scotland.

My dissertation, “Exploring and Mitigating Foreign Language Anxiety Amongst Adult Migrants in an ESOL/EFL Class in Scotland,” was based on testimonies from both students and teachers at the school where I volunteered. From there, I was selected to present my research at the MA ELT/TESOL Quickfire Presentation organised by the University of Warwick, which led to a summary of my research being published in the 2022 issue of ELT Research. I also received a Special Commendation from the British Council’s 2023 Masters Dissertation Awards and had the opportunity to share my findings on the EAP for Social Justice website and in the IATEFL ESOLSIG newsletter.

What is the academic support at Strathclyde like?

The academic support I received from the lecturers on this course was outstanding. I had the opportunity to connect with each of my tutors, and their guidance throughout my studies motivated me to engage fully with the program and make the most of the opportunities available. I gained so much from this degree, and much of this would not have been possible without the support of my lecturers, particularly my dissertation supervisor, Dr Tomasz John. His guidance was invaluable. His knowledge, kindness, and resourcefulness greatly contributed to the achievements I outlined previously, and having such dedicated support made a profound difference to my learning experience.

What are the facilities at Strathclyde like?

Strathclyde’s central location made commuting from Stirling very convenient, and I often preferred coming into Glasgow to take full advantage of the university’s facilities rather than working from home. I spent a lot of time in the Teaching and Learning building, which is an amazing hub for collaborative work and great for students that enjoy a more laid-back study environment; or at the Andersonian Library, for times where I needed to be very focused and wanted to work in a quiet environment. I also enjoyed using the Strathclyde Sports Centre, which helped me maintain a balance between my studies and personal wellbeing. Overall, the facilities created a highly conducive environment for learning and made my time on-campus both productive and enjoyable.

What are your ambitions for the future?

After graduating from Strathclyde, I relocated to Canada, a country that I had wanted to visit for a number of years, which has allowed me to make the most of the opportunities that this country has to offer outside of work and academia. As I am now establishing myself here, I am looking to re-focus my career on language learning and intercultural communication. My ambition is to work in a role that combines language education with social impact, supporting learners from diverse backgrounds and contributing to inclusive and empowering learning environments.

What advice would you give to someone considering applying for this programme?

It’s hard to put into words how much I gained from my experience at Strathclyde and this course. I applied for the course because I was especially interested in teaching opportunities within a TESOL setting and wanted a better understanding of that sector. While the course certainly met those expectations, it exceeded them in so many ways as well. The course completely changed the way that I think about language learning and communicating with people from different cultures. So many of the classes led to meaningful conversations with both my tutors and my peers and I always went home with food-for-thought. Of course, I also have to mention the amazing opportunities that I received following completion of my dissertation.

The TESOL and Intercultural Communication program has provided the perfect foundation for building a meaningful career in the language learning sector. My advice to anyone considering this course is simple: do it, and make the most of all the resources, guidance, and support available. It’s much more than just learning to become an ESL teacher!