Content Area Teacher Training

Internationalize Your Institution with Content Area Teacher Training

Teaching in English for teachers of Engineering, Science, Medicine, and other Content Areas

The CATT course is designed to assist current content area teachers (trainees in this program) from a variety of disciplinary backgrounds in the process of transitioning to English Medium Instruction (EMI) in their content area. The course will provide content area teachers with skills in materials modification, methodology, assessment, as well as lesson planning and delivery in English.

This course can be customized according to your institution's needs in terms of length and content, and it can be offered in Tucson, Arizona, on-site at your university, as a hybrid course, or fully online. It may be possible to customize this program in other ways as well. Please direct specific questions to Linda Chu, Assistant Director of Global Programs (


At the end of the CATT course, trainees will be able to:

  • Apply information from EMI cases and research to their own circumstances to create a “Best Practices in EMI” manual for their situation
  • Modify and develop materials to help their students manage English-language content
  • Use observations and other tools to reflect on their teaching practice, create lesson plans and demonstrate effective EMI lessons
  • Create effective assessments and rubrics
  • Understand basic concepts in applied linguistics, and apply them in their context to improve language understanding


This program includes training modules in the following areas: 

  1. English Medium Instruction: Theory and Practice: Analysis of past EMI cases and research to create a “Best Practices in EMI” manual for trainees’ own use
  2. Materials Modification and Development: Techniques for scaffolding materials and designing effective lessons for the EMI context
  3. Assessment: An overview of general assessment practices, as well as treatment of the difference between content and language assessments
  4. Observations: A combination of online and face-to-face (when possible) class observations, including observation protocol for peers and supervisors, and reflection on teaching practice
  5. L1 Issues/Second Language Acquisition Theory: Treatment of basic theories of second language acquisition to improve understanding of linguistic, psychological, and social aspects of language learning as it relates to EMI contexts
  6. Practicum: Using lessons and materials they developed during the 5 CATT classes, trainees demonstrate a sample lesson in their area, and receive feedback from CATT instructors and their classmates


English Language Proficiency Requirements

To be accepted into any Content Area Teacher Training Program, applicants whose first language is not English must demonstrate independent English proficiency (B1 or higher according to the Common European Framework of Reference [CEFR]). English proficiency may be documented by submitting the following test scores (results must be dated within 2 years of application date):




5.0 or higher


53 or higher

iTEP Academic

2.5 or higher


PET/BEC Preliminary

*English Proficiency Assessment (EPA): 

* CESL EPA consists of Reading and Writing tests (responding to an academic prompt). This assessment will be conducted by CESL for a $60 fee if no other documentation of English proficiency is available.

For dates, pricing, or additional information contact:

Linda Chu
Assistant Director of Global Programs

"I have attended many different schools around the world to improve my English. However, after I attended CESL, I realized that none of these schools compare."