Teaching philosophy at TUL Language Centre

The Language Centre at Lodz University of Technology supports the university community in developing multilingual and intercultural competences essential for academic, professional, and personal growth.
Our teaching philosophy is grounded in the belief that language learning is both a cognitive and social process that empowers learners to communicate effectively, think critically, and act responsibly in a global context.
________________________________
Core teaching principles
1. Learner-centred approach
We focus on students’ individual needs, goals, and learning styles. Classes encourage active participation, reflection, and autonomy.
2. Integration of language and content
We promote meaningful language use through tasks that connect linguistic development with students’ academic fields, professional interests, and real-world communication.
3. 21st-Century skills development
Our courses foster critical thinking, collaboration, creativity, and digital literacy — competencies essential for lifelong learning and success in international environments.
4. Inclusivity and accessibility
We are committed to creating a supportive, inclusive environment where every learner can thrive, regardless of background, experience, or proficiency level.
5. Quality and innovation
We continuously improve our teaching through reflective practice, collaboration, and engagement with current research in language education and technology-enhanced learning.
6. Intercultural awareness
We prepare students to communicate across cultures with respect, openness, and curiosity — as members of diverse academic and professional communities.
________________________________________
Principles of designing new courses at the TUL Language Centre

1. Needs analysis
Each course is based on a clear understanding of students’ academic, professional, and linguistic needs identified through consultation with faculty, employers, and students. Before their course commencement, students take a placement test necessary for smooth assignment to group levels. Consultations with Faculty Programme Boards and TUL Teaching and Learning Centre are conducted when designing new TUL language courses. 
2. Outcome-based design
Learning outcomes are clearly defined and aligned with institutional goals based on ministerial requirements (TUL Teaching and Learning Centre), CEFR standards, and professional expectations.
3. Task- and competence-based learning
When preparing a new course, practical communication, authentic tasks, and the integration of knowledge, skills, and attitudes relevant to students’ study and career paths are emphasised.
4. Flexibility and personalisationCourses allow for adaptation to different proficiency levels, learning needs, and preferences.  Additionally, courses are compliant with specific Faculty programme learning outcomes.
5. Assessment for learning
Evaluation supports progress and reflection rather than mere performance. We employ diverse tools such as portfolios, self-assessment, and peer feedback.
6. Collaboration and interdisciplinarity
Course design encourages cooperation across departments and connects language learning with engineering, science, and management contexts (communication with Faculty Programme Boards, SSU, IPP, JODCN, etc.)
7. Sustainability and Continuous Improvement
Every new course is piloted, evaluated, and refined to ensure long-term quality and relevance. Feedback from students (mid- and end-of-course TUL satisfaction surveys and individual teachers’ satisfaction surveys) and teachers informs ongoing development. Regular meetings are conducted by management and course coordinators to reflect on the courses, course materials, and SWOT analysis is conducted; changes and improvements are introduced if necessary.

Our vision
We envision the Language Centre as a dynamic academic community where innovation meets tradition — a place that nurtures multilingual, reflective, and globally minded graduates ready to communicate and collaborate across disciplines and cultures.
‘We aim for our Centre to be an innovative hub of international language education, inspiring the development of key competencies desired in the labour market, which open doors to global opportunities and collaboration.’