Our students come from all over the world for IMTE’s immersive cultural and educational experience. Similarly, our graduates have secured rewarding teaching positions both here in Canada and internationally. Recent jobs include:
High School English Teacher; Assistant Professor; North American Academic Developer Specialist; Language Instructor For Newcomers To Canada; EAL Instructor; IELTS Test Supervisor; Early Childhood Educator; Educational Administrator; EAP & EAL Instructor; Academic Cohort Manage
As an IMTE student, you will be part of "Canada's international university" and meet students from around the world. Countries of origin for IMTE students include:
Rita Andraous, Lebanon
After graduating from the International Master of Teaching English (IMTE) program in 2023, Rita Andraous continued her academic journey as a PhD student in Education at Concordia University in Montréal. Her research explores plurilingual approaches to language teaching for low-literacy learners, with a particular interest in supporting the linguistic integration of immigrant and newcomer communities.Before joining IMTE, Rita worked as an English teacher and translator in Lebanon. The program provided an opportunity to deepen her understanding of language teaching, language assessment, and applied linguistics while learning alongside classmates from diverse cultural and professional backgrounds. She especially valued IMTE's emphasis on connecting theory with practice, which encouraged her to think critically about language education and intercultural communication.
Following graduation, Rita served as a teaching assistant in the IMTE program, where she contributed to course design, supported students' intercultural learning, and delivered a guest lecture on language assessment for immigration. These experiences strengthened her interest in research and affirmed her goal of pursuing doctoral studies.
Today, Rita's work continues to build on the foundation she developed at IMTE. Through her research, she hopes to contribute to more inclusive and equitable language education for multilingual learners, while remaining engaged with the communities and educators who inspire her work.
Jaideep Tulli, India
After graduating from Saint Mary’s International Master of Teaching English (IMTE) program, Jaideep Tuli moved to Lynn Lake in northern Manitoba, where he joined the Frontier School Division as a Grade 5 teacher. Most of his students come from Cree families—a life he could not have imagined growing up in India.
Jaideep grew up speaking Hindi and Punjabi and learned Urdu as a young adult. English was not part of his everyday life, but his curiosity led him to learn through reading, writing, watching interviews and practising whenever he could. Although fascinated by languages, he once insisted, “I don’t want to be a teacher.” He dreamed instead of becoming an actor, blogger or perhaps serving in the Indian military.Teaching came almost by accident. After completing bachelor’s degrees in Computer Science and Education, Jaideep took a job teaching English and soon discovered that he wanted to make language teaching his profession. Looking for graduate education in the field, he found IMTE at Saint Mary’s.He was drawn to the program’s international character and the opportunity to learn alongside educators from around the world. Through collaborative learning, open discussion and exposure to different perspectives on language, culture and education, he began to think differently about teaching.Jaideep was particularly influenced by the way his professors treated students. He repeatedly uses the word “dignity” to describe the experience. He saw professors listen carefully, welcome different ideas and approach learning with patience, curiosity and respect.
One moment during his practicum made a lasting impression. Jaideep watched an instructor kneel beside students to speak with them at eye level. Today, he uses the same gesture in his Grade 5 classroom when speaking with his Cree students. For him, it embodies a central lesson from IMTE: good teaching begins with how students are seen and treated.
His studies also introduced him to Indigenous education and ways of knowing, which became particularly meaningful in his professional journey. He also gained new cultural perspectives while living in Halifax, including through his experience attending a Mi’kmaq Mawio’mi on campus.
Jaideep says IMTE “activated a switch” within him, helping him define the teacher he wanted to become—one whose classroom is grounded in care, curiosity, humour and respect. Today, he brings those values to his classroom in northern Manitoba, while continuing to learn from his students, colleagues and Cree community.
Daniela Jost Guimaraes, Brazil
With over two decades of experience in ELT in Brazil, IMTE provided the ideal opportunity to consolidate my skills and further enhance my teaching practice. I was introduced to the latest developments in the ELT field such as native speakerism, English as a lingua franca, interculturalism, second language acquisition (SLA), technology in ELT, and a comprehensive language awareness course. These discussions, combined with numerous opportunities for teacher reflection and the chance to observe my peers during practicums, made this journey both enriching and transformative.
For my final practicum course, I was awarded a scholarship to pursue the Cambridge DELTA Module 3. The foundation I built through IMTE courses such as Course Design and Assessment played a crucial role in my performance during the DELTA and has been instrumental in shaping my approach and success in this endeavor.
Currently, in my role at ISANS, I facilitate a course specifically designed for Internationally Educated Accountants, where I draw on the knowledge and insights gained from the IMTE program. The program's emphasis on intercultural competence has been particularly valuable, helping me and my students navigate the complexities of intercultural communication.
Moreover, the IMTE has equipped me with the expertise to help establish and organize the EAL Department at an independent school in Halifax. I was also hired as a Program Assistant within the IMTE program, offering me the chance to remain connected to the vibrant academic community at Saint Mary’s University.
Andy Ho, Hong Kong
Imagine a 55-year-old man whose mother tongue is Cantonese, working now as the first non-native ESOL teacher at United World College (UWC), a renowned international school in Thailand. I am living proof of what’s possible with IMTE!
As an IMTE student, I had opportunities to apply the theories we studied in real-world settings. I observed teachers at the Immigrant Settlement Association of Nova Scotia (ISANS), taught lessons at a local primary school in Halifax, and eventually interned at an international school in Thailand. These practical experiences bridged the gap between theory and practice.
IMTE stands out because of its seasoned professors who brought their best practices and real-world experiences to the classroom, including a visiting professor from a partner university in Germany, the birthplace of many innovative and foundational educational theories, like the concepts of Kindergarten and Waldorf education. The program also kept us ahead of the curve with forward-thinking trends like Generative AI, which we explored right when ChatGPT was emerging in early 2023.
IMTE students are also encouraged to participate in professional communities of English teachers. I had the honour of speaking at the TESOL Nova Scotia conference, and was later invited to present at ResearchED – a national forum in Canada. These opportunities expanded my professional network and deepened my understanding of global education from both inside-out and outside-in perspectives.
Once again, IMTE is not just a Master’s degree—it’s a transformative experience for aspiring English teachers, and I’m grateful to have been part of it.
Diana Isabel Torres Goñi, Mexico
ESL teacher at International Academy of Canada, Vancouver.
In a field like education, there are a lot of antiquated ideas that we either hold or are taught. A Master’s degree makes you think about new ways of doing things, helps expand my mind and opens new professional opportunities.
I wanted to explore language education and delve deeper into what it means to be a second language educator. I chose IMTE as it was a specialized program in language education and included extensive practicums throughout. The practicums not only provided the opportunity of observing experienced teachers in different settings, but also practice teaching independently.
My classmates and I were a small cohort, all coming from different cultural backgrounds and different teaching experiences. Everyone brought a different perspective to the table and working with each other was an eye-opening experience for me as an educator and a student.
I am currently working at the International Language Academy of Canada, Vancouver in a program called Keep It Simple and Safe. This is an online teaching and learning program, where I teach adults General English with hopes of growing into more specialized areas. My future plans include continuing to learn and keep abreast of new research and ideas in the field of education.