Teaching Philosophy & Research
How academic linguistics and empirical Second Language Acquisition (SLA) science translate into confident, real-world speaking.
Research Background: Why Science and Linguistics Matter in the Classroom
Most language instruction fails adults because it relies on outdated traditions: passive grammar lectures, memorizing isolated word lists, or enforcing dogmatic "English-only" immersion that leaves students stressed and silent.
My methodology is directly informed by academic research:
- Master of Arts in TEFL / Applied Linguistics • Universitat Rovira i Virgili (Tarragona, Spain)
- Bachelor of Arts in Linguistics • The Ohio State University (Columbus, USA)
- Certified TEFL Educator • Máximo Nivel
Master’s Thesis: The Impact of L1 Availability on Adult EFL Tasks
My Master’s research investigated the impact of native language (L1) availability on adult intermediate learners during collaborative grammar-reconstruction tasks (dictogloss). I compared a traditional strict "English-only" rule with an approach where learners could strategically use their native language.
What the research revealed: Rather than slowing learning down, native language use (translanguaging) in certain task situations acts as a powerful learning tool. When learners were allowed access to their native language, form-focused grammar discussions more than doubled. The research suggests that access to the native language in specific kinds of tasks can free up attentional resources and help learners engage more deeply with the grammar.
The Four Pillars of My Classroom
Every session is designed to get you producing language actively, not sitting silently listening to a lecture.
Maximizing Student Talking Time (STT)
Language is a motor and cognitive skill. So you cannot learn to speak by listening to someone else talk. I try to minimize Teacher Talking Time (TTT). Rather than lecturing on rules, I use elicitation techniques and Concept Checking Questions (CCQs). This prompts you to actively retrieve vocabulary and deduce patterns yourself, building solid grammatical patterns in your brain.
Task-Based Language Teaching (TBLT)
Especially for intermediate students who feel stuck in the intermediate level, traditional drills no longer work. We can work through authentic, goal-oriented tasks that you use in everyday life. Language functions as a tool to negotiate meaning and solve real problems, which is how true conversational fluency is practiced.
Global English Phonetics & American Pronunciation
English is spoken across a vast spectrum of regional, global, and minority accents—ranging from African American Vernacular English (AAVE) and Southern American to Scottish, Liberian, Nigerian, Pakistani, Appalachian, Caribbean, regional British dialects, and many more. Every one of these varieties possesses its own rich phonetic logic and cultural validity. In our classes, I try to bring awareness of these different accents so you are able to recognize and understand them.
Because I am American, the spoken model and production patterns I teach are for Standard General American English. More specifically, I have a "Midland" accent from the very center of the US which is common in many states from New Jersey and Pennsylvania to Illinois. Using my background in articulatory phonetics, I teach the physical mechanics (like exact tongue placement, voicing distinctions, and rhythm) for American English sounds.
Empathy of a Language Learner
I am not only a native English speaker; I have gone through the entire language acquisition process myself as an adult. Achieving certified fluency in Spanish through the Instituto Cervantes and B2 in Catalan while living in Spain, plus studying German in Berlin, taught me what it feels like to hesitate, forget words, and make embarrassing mistakes. I create a supportive, positive classroom environment where taking communicative risks is celebrated.
Ready to Put This into Practice?
Book an individual lesson or reach out to discuss custom training for your team in Berlin or online.