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Having grown up in Switzerland, and being the first in my family of Portuguese immigrants to have studied in higher education, I am especially attuned to the challenges students from national/ethnic minority groups can face. Academia is a strange world that requires one to adapt to an elitist culture, and learn its own specialized language. As such, I try as best as I can to:

  • speak in an accessible language when explaining complex concepts

  • maintain an interactive and supportive relationship with students

  • present concrete examples students can relate to when explaining theories

  • provide students with exercises where they can apply the learned methods

  • provide well-explained, illustrative, numbered power point slides containing all used references

  • encourage students to develop their critical thinking and communication skills

  • provide criteria-based assessment grids containing constructive feedback that explicitly tell students how to improve

My goal is to forge a community of mutual learners that do not get intimidated by the power dynamics between students and lecturers, but actively engage with what they learn. All of this, while creating a welcoming and respectful atmosphere for disadvantaged social groups (e.g., women, LGBT+ people, ethnic/national minorities, and people with disabilities). Ever since my teacher training at the Haute École Pédagogique de Vaud – especially after attending a module on assessment strategies taught by Dr. Raphaël Pasquini – I've been interested in creating methods to assess students at the university level. I mostly follow the paradigm of "assessment for/as learning" by providing students formative assessments or self-assessments where they can regulate their learning process when acquiring (inter)disciplinary and transversal skills. Moreover, when teaching English language, I tailor my lessons according to students' needs by drawing from different approaches (task-based language teaching, content and language integrated learning, present-practice-produce, etc.). In order to get an idea of the kind of assessment grids that I promote, I can send you a PowerPoint document containing step-by-step instructions on how to create one. Just send me a mail with a request.

Teaching Experience

A = Autumn semester       S = Spring semester

Invited Guest Lectures / Workshops


Coimbra-Gomes, E. (2023). Assessment Strategies for the English Department. University of Lausanne (Switzerland). 23 November.

Coimbra-Gomes, E. (2022). Critical Discourse Analysis. Linguistic Research Methods. University of Lausanne (Switzerland). 2 December.

Coimbra-Gomes, E. (2017). Introduction to Queer Linguistics and Its Application to Sexual Orientation OCD. Language & Gender. Venice International University (Italy). 3 April.

Coimbra-Gomes, E. (2017). Applying Corpus Linguistics to Analyze CMC Discourse: a Very Brief Introduction. The Sociolinguistics of Cyberspace. Venice International University (Italy). 3 April.

Coimbra-Gomes, E. (2016). Social Media and Corpus Linguistics in Health Communication: the case of Sexual Orientation Obsessive-Compulsive Disorder. Language and Social Media. University of Neuchâtel (Switzerland). 16 November.

Coimbra-Gomes, E. (2015). Online Identity Creation. Language and Social Media. University of Lausanne (Switzerland). 10  November.

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