Teaching Philosophy & Methodology

A rigorously structured framework bridging computational linguistics with functional adult language acquisition.

My instructional design strictly separates professional pedagogical intervention from casual conversation practice. By combining my background in computational phonology with extensive personal experience navigating the mechanics of Spanish, Catalan, Japanese, French, Portuguese, and Italian, I provide learners with high-resolution grammatical breakdowns tailored to their cognitive processing limits.

Cognitive Load Management for Foundational Learners

A core competency of my practice is scaffolding instruction for very basic learners (A1/A2). Rather than overwhelming foundational students with abstract syntax, I utilize strategic input paradigms to isolate target structures. This reduces extraneous cognitive load, ensuring that absolute beginners can process and produce target language without affective filter spikes.

Task-Based Language Teaching (TBLT)

Lessons are structured around concrete communicative tasks where language operates as a tool for real-world execution. This approach minimizes passive drilling and maximizes functional utility, requiring learners to negotiate meaning in real-time.

Classroom Management & Elicitation

I deploy systematic Concept Checking Questions (CCQs) and structured error correction profiles. This strategic elicitation drastically reduces Teacher Talking Time (TTT) and drives maximum Student Talking Time (STT), forcing learners to actively retrieve and apply morphological and syntactic rules independently.