2025

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Today, we’re talking about this guy:

Do you know him? I’d say yes and no. Let me tell you a bit more about him. But first:

vital words for understanding

Why the voice in your head might be both your best ally and your worst saboteur in learning English.

Let’s face it – we all have the inner translator.

Think about it. What are you doing right now? You’re reading my words, yes, but is there a little man in the background making them sound Czech? Slovak? Polish? French? I bet there is.

It’s true for me too – when I read a French text, there’s a little man inside my head, translating into English. Whatever the language, the process works the same.

And now you’re probably thinking: It’s wrong to translate in my head.

It’s not. It’s natural. It’s how the brain works. Better to respect it than fight it.

Want to know a secret? Even native speakers ‘translate’ in certain situations.

• What? Michaela, come on – don’t play me.

I’m not joking. They don’t usually translate word-for-word, but they do translate ideas – like when explaining slang to a foreigner, matching a concept to another language they know, or finding an equivalent in a different dialect. It’s fast, unconscious, and only happens when needed.

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When the little man is a lifesaver

Sometimes your inner translator is the fastest bridge:

• You hit a rare or technical word, and by translating, you get the meaning in a split second.
• You’re among people of different cultures and you want to check cultural nuances before blurting out something awkward.
• The details really matter – like work instructions – and you need to be 100% sure.

Even beginners can benefit from the little man – in small, strategic ways. There are moments when he genuinely saves the day.

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When the little man becomes a speed bump

But he can also slow you down. Picture this: you’re driving, but something keeps forcing you to brake. Again. And again. That’s what happens when your brain gets stuck in a mental traffic jam – translating every. single. word. before you speak.

The result? You speak less, say less, and it’s rarely what you actually wanted to say. It also drains brainpower you need for fluency. Switching between languages is tiring – your brain gets fatigued fast.

And then comes the comfort zone. I see it often at the intermediate level: you know enough to speak, but you still translate everything. It feels safe. But at this stage, you have to step out of that comfort zone and start thinking in the language you’re learning.

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The myth of stop translating completely

Now, when I say ‘stop translating,’ I might be the first to tell you: stopping completely is misleading. If you force yourself to think only in English too soon, you’ll feel lost and frustrated. Switching between languages is part of the learning curve – it fades naturally as you get more fluent.

I’m not saying ‘wait for Godot.’ Try. Fail. Try again. But know your limits, and be gentle with yourself.

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How to manage the little man

Think of your inner translator as a helpful colleague – call him in for certain jobs, then send him home.

Practically, that means:

• Focus on chunks, not individual words.
• Use translation as a final check, not your main road.
• Gradually shorten the time between hearing/reading something and responding.
  • Start with the long version: hear → translate → think → answer
  • Move toward the short version: hear → understand → answer, with translation quietly in the background.

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Your homework

Befriend your inner translator. Don’t silence him completely – let him whisper when needed, but don’t let him run the whole conversation.

It’s not about killing the little man. It’s about making him work for you, not against you.

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

For many of you, English isn’t a hobby. It’s a necessity. It’s the thing you need to survive in corporate life — in meetings, negotiations, and in conversations with foreign colleagues, when there’s simply no other way to communicate.

At some point in your career, your professional knowledge, your qualities, and your experience are no longer enough. You need English — a skill that, unlike your expertise, is learned gradually, across years. It takes time. It takes energy. And when that moment comes, you’re left with two options: hit the glass ceiling, or start learning.

Many of you choose to learn. But here’s the thing — it’s not your passion project. It’s not something you’d do for fun. You approach it more like a chore than something you truly want to do. And yet, you are hard-working, ambitious, motivated. You usually keep up with English for a while. And then it comes:

– I know I should, but…

– I’m tired, I’ll do it tomorrow… (and you don’t)

– I’m too busy for homework…

– I’ve got no energy left, I’m sorry…

Recognise yourself?

I know you don’t feel good about your performance. I know it bothers you.

But what if I told you… it’s not about willpower? What if your brain just needed a bit of smart trickery?

Here’s the truth about motivation: it isn’t about wanting to do something — it’s about your brain expecting a reward. The key player is dopamine, and interestingly, dopamine isn’t released when the reward arrives. It’s released when your brain anticipates it.

Your brain doesn’t crave hard work. It craves small wins, novelty, and the feeling of progress. So to stay motivated, you don’t need more discipline — you need to help your brain look forward to it.

Right now, your brain links English with effort, correction, and stress. So when you sit down to practise, your brain says no thanks. And it’s not because you’re lazy — it’s actually your brain trying to protect you from discomfort. It resistsbecause it remembers: English = hard work.

Why does this happen? The reasons vary. For some, it’s unclear progress. For others, long sessions, repeated failure, the lack of an instant reward… or simply bad memories from school. But whatever the reason — we can work with it.

Here’s how:

1. Make it tiny.

Try micro-practice (30 seconds to 5 minutes). One word. One sentence. Whisper it while walking. Answer a message in English. These micro wins trigger dopamine. They feel doable. And your brain starts to want more.

2. Make it predictable.

Use habit stacking. Add English to something you already do: coffee time = vocab review. It’s not about deciding — it’s about connecting. Once it becomes automatic, your brain relaxes. It feels easier.

3. Make it fun — and personal.

Translate your favourite memes. Shadow a YouTube video. Talk to your dog. Read about your hobbies. If it feels like you, and emotions are involved, your brain pays more attention. And memory improves.

4. Make it visible.

Use notebooks, apps, whiteboards — whatever helps you see progress. Brains love visual feedback. It makes success feel real.

5. Reframe it.

Stop punishing yourself. Stop thinking “I should”. Just see it for what it is: biology. You’re not broken. You’re not lazy. Your brain just needs a different strategy. Trick it gently. Encourage it. Don’t pressure it.

And my last piece of advice?

Don’t build discipline. Build desire.

You can’t force yourself forever. But you can create a system your brain actually likes.

Tiny steps. Tiny wins. That’s how motivation returns.

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

 

This July, our little corner of Vyškov transformed into a Hogwarts-like world full of spells, mysteries, and laughter. But instead of owls and cauldrons, we had imagination, teamwork, and a language that united us — English.

Our Harry Potter-themed day camp was more than just fun. It was a place where English came alive through movement, games, and magical challenges. No desks or vocab tests — just natural learning, woven into story-driven adventures.

Each day brought something new: we created spells (and practiced polite English), brewed potions, solved puzzles, hunted Horcruxes, and of course — played Quidditch! But it wasn’t all fantasy.

We also invited real-life heroes:
The Vyškov Fire Brigade gave us an exciting demonstration with their fire truck and equipment — and told us about their work.
Service dog trainers (cynology team) visited us and showed how well-trained dogs can help in rescue and service situations.
And a team of medical professionals delivered hands-on first aid training so every child could try CPR and basic emergency care in a fun, age-appropriate way.

What really made the week special, though, were the little things:

• Our lovely ‘camp grandma’ prepared fresh homemade snacks every morning — the kind that disappear in seconds and leave you asking for more.
• Delicious lunches from Campos Catering kept our energy high for all our magical missions.

A huge thank you to KK Vyškov for supporting our camp and providing the perfect space. And most importantly — to all the parents, for trusting us with your children. Your support means everything.

What makes this camp different?
We don’t just teach English. We create a world where kids feel free to explore, express themselves, and learn without pressure. Our approach is playful, story-based, and full of care — and we’re proud of how much our campers grow in just a few days.

We laughed, learned, cast spells, and made memories — and we’re already looking forward to next year.

Until then — thank you all, and see you soon! 

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

Why do I say I has and Do you had… when I know it’s wrong?

 

Most of my clients know what frustrates them about their English. It’s usually grammar. It’s usually a small thing that they repeat, and they know they repeat it. They see it, they hear it, they name it before I do: I said ‘I has a dog’ again, didn’t I? Then they laugh awkwardly, apologise, and say, I know that’s wrong. I don’t know why I said it. 

But here’s something we don’t talk about enough. That moment? That’s not failure. That’s proof your brain is doing something incredible. You say it because your brain is doing something complicated, brave — and very human. It’s managing two languages at once. And that’s messy.

Let’s talk Czenglish

If you’re Czech, your brain comes to English with a fully developed system already in place — your mother tongue. And Czech is very different from English. Just a few examples:

• Czech doesn’t use do/does/did to make questions → so Do you had? makes sense to your internal logic.
• In Czech, verbs don’t change depending on he/she/it → so He speak or They has doesn’t sound wrong at first.
• Czech has no present continuous → When I am spoking is you trying to fit Czech rhythm into English grammar.
• Personal changes → sounds totally natural in Czech but has a different meaning in English. We say staff changes instead.
• Two years before instead of ago → makes perfect sense, because Czech uses před dvěma lety — literally “before two years.”

All of this makes perfect sense from a Czech brain’s point of view. Your errors are not stupidity. They’re system interference. And you know what’s amazing? When you notice them — that means your brain is updating the system.

I has / We has / They has

But then: He has a meeting at 3.

You get the third person right — every time. So why not the others? It’s not because you don’t know. It’s because your brain is still rewiring. And when that happens, mistakes are part of the process.

What’s happening here: you’re applying has across all subjects instead of conjugating have/has correctly. Czech doesn’t have subject–verb agreement in the same way. The verb mít (to have) is conjugated, but not always consciously. You default to the most frequent form — often has.

This tells me you do know the rule. Your brain just struggles to apply it automatically across all subjects — especially under pressure.

I said him / He said me (instead of told me)

You’re mixing up say and tell, especially when there’s an object (me, him, her). In Czech, řekl mi (he told me) uses a different system — but there’s no clean difference between tell someone and say something. So it all merges.

What this tells me? You’re already handling reported speech and indirect objects. That’s complex grammar. You’re past beginner stage.

Do you had a Nokia?

You know English questions need do. You’ve internalised that rule. But sometimes, past tense slips through. It’s because Czech forms questions without auxiliary verbs. Měl jsi Nokii? becomes Did you have a Nokia? — but to a Czech speaker, the logic of Do you had? feels right.

This tells me you’re close. Your brain knows do belongs there — it’s just finalising the rules for past tense auxiliaries.

I fan for Arsenal

In Czech, you’d say jsem fanoušek Arsenalu — literally I’m a fan of Arsenal. You turn that into a verb (I fan), attach a preposition, and… it doesn’t work.

But what do I see? You’re trying to use identity vocabulary. You’re experimenting, trying to personalise your English. That’s a huge step forward. We just need to refine the structure.

When I am spoking…

Ah, irregular verbs and continuous tenses. Czech doesn’t have continuous forms like I am speaking. And irregular past forms (spoke, went, wrote) are patternless — they’re brute memory work.

This tells me you’re reaching for compound tenses, not just basic forms. You’re experimenting. That’s where real growth happens.

Personal changes (instead of staff changes)

A classic false friend. Personální změny sounds like it should mean personal changes, but in Czech, personální means HR-related.

So when you say this, I know you’re talking about workplace vocabulary, using high-level topics. Mistakes here are mostly lexical. No big deal.

It depends about… (instead of on)

This one’s a favourite. In Czech, we say záleží na…, and the preposition doesn’t line up with English. So about feels logical.

But here’s the thing — you’ve already learned the first part: It depends… That’s 80% of the job. The right preposition will follow with a bit of repetition. Trust me.

2 years before (instead of ago)

Another direct translation from Czech: před dvěma lety → “before two years.” But in English, we say ago — two years ago. Before is only used when comparing two events in the past (He died two years before the war).

This tells me you’re confidently using time expressions. You just need to polish the final detail.

Listen instead of hear

Many Czechs mix these up. They say, Czech doesn’t distinguish them — but I think it does. Slyšet vs poslouchat. The difference is there, but we blur it.

This mistake shows me you’re working with nuance — with subtle distinctions, not basic blocks. This is no longer beginner territory. This is fine-tuning.

What to say to yourself next time

When you notice a mistake, don’t groan. Don’t say, Ugh, I know this! Why do I keep doing it?

Say this instead:
Oh! My brain just spotted something. That’s a good sign.

Say it out loud. Smile, even. Because this is how fluency begins — not with perfection, but with awareness. So if you say we has again next week, I’ll smile — because I know what’s really happening. You’re shifting. You’re listening to yourself. And that? That’s fluency in motion.

Keep noticing. Keep speaking. Keep growing.
You’re doing better than you think.

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

I hadn’t planned to write this. I thought I’d skip this week – it’s been hot and cold; my brain has been melting and freezing; and I’ve been working on my DELTA: writing, preparing, reflecting and rethinking everything I do in class.

But then… two stories happened. Or better — two stories came back to me.

And I couldn’t keep them to myself.

They’re not dramatic. No fireworks. No certificates or official wins. Just two moments from real learners — two people I’m lucky to teach — that made me pause.

He almost stopped believing. Then life proved him wrong.

He’s shy. Quiet. He’s been through a tough year. The kind of year that leaves you unsure of everything — including yourself. But through it all, he kept coming to sessions. Every week. Twice a week. Showing up with notes, with questions, sometimes tired, sometimes uncertain — but always present. And that alone? Already admirable.

He said to me: I’m not sure about my English. I don’t see progress. Maybe I’m wasting time.

I didn’t argue. Just listened. Because I get it. English can feel invisible sometimes. The effort, the homework, the sessions — it all adds up in silence. And when there’s no test, no score, no finish line — doubt creeps in. But then… summer happened. He went on a family holiday.

And everything changed.

He was the one in charge. Kids depending on him. The only adult who could speak some English. Booking things, asking for help, navigating allergy issues. He had to explain gluten-free needs, ask detailed questions, respond quickly — and he did. No freezing. No shame. No panic. He talked. Naturally. In English.

This week, he told me: I was surprised by myself. I didn’t even feel nervous. It just… worked.

What he didn’t realise: it worked because of all those ‘invisible’ hours he spent speaking, learning, building confidence. The value of showing up twice a week, even when it feels pointless — well, now he knows. It wasn’t a miracle. It was months of tiny efforts, showing up even when he didn’t feel like it. It was earned fluency.

That’s what language is for. Not perfection. Use.

She stayed calm when it mattered most.

Another learner, a grandmother with a soft voice and a sharp mind, has been gently pushing herself to speak more fluently — mostly to enjoy her travels and feel prepared. One session at a time, she’s been building her confidence.

She was at sea with her grandchildren when the engine suddenly stopped. Middle of the water. Stuck.

And in that moment — she didn’t panic. She called for help. In English. Explained the issue. Described their location. Answered questions calmly. Got help.

It was a stressful situation, but language wasn’t the barrier. It was the bridge. She didn’t tell me this story as a big deal — but it was.
Because real-life English isn’t about flawless grammar. It’s about staying calm when you need to. It’s about knowing your words are enough.
And she was more than enough.

These aren’t just ‘success stories.’ They’re proof.

• Proof that quiet progress is still progress.
• Proof that sessions matter, even when it doesn’t feel like it.
• Proof that the skills you’re building now might save you later — from panic, from silence, from giving up.

And to both of these clients — if you’re reading this (and I know you are) — I want to say thank you. For sharing, for showing up, and for reminding me why I do what I do.

And to the rest of you reading:
→ You may not feel fluent. But what if you’re already ready for more than you think?

Your English is working even when it’s quiet.
Especially then.

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

What’s on my mind today

 

Most learners can name all the things they’re bad at. But ask them what they’re good at — and you’ll hear silence. Maybe we all tend to do that in various aspects of our lives, not only with learning — you know, seeing only the bad stuff. The stuff we lack, the things we don’t have (and wish we had), all those missing components we believe would make us happy. Entirely happy.

Let me stop here for a sec to think about this: is it even possible to be entirely happy? Is there ever a point in life when you can honestly say: there’s nothing else I want, nothing else I crave, nothing more to learn or do? I’ve never had that feeling. I guess it’s in our nature to chase things — and if you’re reading this, you’re a chaser. You’re constantly looking for something to do, to see, to learn, to get, to gain, to improve. And you’re very well aware of your deficiencies. You tend to be hard on yourself and expect a lot. I attract these people.

Let me say this clearly — you’re already better than you think.

Every time you show up to a session — tired, busy, or doubting yourself — that’s resilience. You keep trying. You could give up, but you don’t. Every time you open your homework and do it, and then get curious and open another video or article — that’s curiosity. Every time you look up a word you don’t understand and complain about not remembering it in our session — that’s learning.

All these things are not regular. They’re not something everyone does. You’re special. You push yourself. You suffer — and yet overlook the courage and enormous strength you show me every day. This doesn’t show up in a vocabulary test — but it’s the foundation of real progress.

I still remember a client who joined our first session almost whispering. She was afraid to say anything wrong — visibly tense. After a few weeks of work, she began sending me voice messages about her day. Not perfect ones — but real, brave, thoughtful ones. She started asking follow-up questions, laughing, even correcting herself mid-sentence. That kind of shift isn’t just language improvement — it’s growth.

You know that you understand more than you can say, and for some reason, that bothers you. This is the one thing I cannot really wrap my head around because I don’t share this frustration. But many of you say it’s uncomfortable. As a teacher who knows a bit about how languages are learned — and the neuroscience behind it — let me tell you: it’s a good sign. You need to understand more than you say. It’s natural. Comprehension is the first step to fluency.Fluency doesn’t begin with speaking. It begins with understanding.

Do you remember your first English session? How did you feel? Nervous? Stupid? Sweaty? Tired? Embarrassed?
I felt joy.

Joy because you just participated in — and survived — a real conversation in a foreign language. You may not have had perfect grammar, but you communicated. You used gestures, context, tone, and the words you had at that point to get your message across. That’s real language use — messy, human, and powerful.

Now think about how often you can spot your own mistakes — not just the ones we discuss at the end of our sessions. Think about those moments when you’re unsure whether what you’ve just said was right or not. When you think, “Hmm, that sounds weird,” or when you realise seconds later that you said something wrong — and you try to fix it, even if you’re not sure how. This shows growth.You’re developing that internal radar that leads to fluency. That’s not failure — that’s awareness.

🧠 In fact, neuroscience supports this. When you notice and reflect on your own errors, your brain activates the anterior cingulate cortex — the same region responsible for detecting and correcting conflict. That means every time you stop and think, “Wait, was that right?” you’re actually rewiring your brain for more accurate language use.

Let me give you a glimpse into what I see:

• You worry about misusing one word — I see you’ve used five others correctly.
• You’re frustrated by your grammar — I see how well you listen, and how much you care.
• You beat yourself up for forgetting the “-s” in third person — I notice how you understood my sarcasm and reacted with a smile.
• You feel stupid for not getting the grammar just right — I see you trusting yourself enough to even try.

And my favourite moment? When you ask a question. Any question. Because I know that question took thought, effort, planning, and courage. That’s when I’m proudest.

So, to slowly wrap it up:
Try to shift your focus just a little.
Instead of asking, What am I bad at? ask:
What do I already do well — and how can I build on that?
Don’t focus on what’s wrong. Focus on what’s strong and can grow stronger.

Think back a year:

• What couldn’t you do then that you can do now?
• How did you feel then? And how do you feel now?
• What got you here?
  Find the one positive habit that made a difference — and repeat it.

You’re not behind.
You’re building.
You’re not broken.
You’re becoming.

If you could see yourself through my eyes for just five minutes, you’d never doubt your progress again.

🎯 Your challenge this week:
Write down 3 things you already do well in English — even the tiny ones.
Then ask yourself: how can I build on these?

Share yours in the comments or DM me — I’d love to celebrate with you. 💬✨

Inside a teacher’s head: WHAT I WISH YOU KNEW

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

What I wish you knew

Today, after wrapping up the last session and giving the last homework, I just sat there. I just sat there and thought for a bit.

You see me with a notebook and a plan. You hear my voice asking questions, correcting gently, encouraging you to try. But there are things I’ve never said — not because I didn’t want to, but because I wasn’t sure you needed to know. Until now.

There are so many things you, my clients, don’t see.

I don’t just teach English. I read the room. I read you. I adapt. I prepare three versions of the same task — just in case. I test the atmosphere the very moment you log in, watch how you say “hello,” the expression in your eyes, how quickly or slowly you respond. I try to catch the tiniest signals to understand where you are that day, so I can meet you there.

If you’re just a little bit off, I see it. And then I ask myself: how much can I push today? Pushing is part of progress — I truly believe that. But push too much, and something breaks. Push too little, and we don’t move. I walk this invisible line every day. I don’t always get it right — but I care enough to keep adjusting, lesson by lesson, person by person.

Every session is different. And I’m not just talking about content — yes, of course, each of you brings different goals and interests. But what changes most is the emotional temperature of the room. I spend a lot of energy thinking in context — what kind of questions can I ask? What’s safe, what’s too much, and what’s actually not enough for someone who needs deeper connection?

Sometimes I feel like I’m doing therapy more than teaching. And no, I’m not a therapist — but if what we do helps you open up, speak, express, reflect, then yes, it is learning. Language doesn’t live in grammar books. It lives in real talk. Real emotions. Real stories. And still, many of you are nervous. Nervous about what I think.

Let me tell you: I don’t think anything.
I listen. I observe. I notice. I admire. I do not judge.

I see your courage, not your commas. I see your willingness to show up, to try, to laugh at a joke in English — sometimes for the first time. And that makes my day. I remember when you told me you were nervous before a session. I remember when you avoided speaking in the beginning. And I notice when you suddenly start talking without stopping. I notice when a mistake doesn’t stop you anymore.

You always focus on what you can’t do.
I see what you can. 

I see fluency in your growing confidence — not just in how fast you speak. I hear better, deeper questions. I hear you choosing words more mindfully. I see you noticing things you wouldn’t have a month ago. Yes, maybe you’re missing a word — but you’re using ten others without effort. That’s progress.

And while I’m noticing all of this in you, I’m learning too.

My own learning path is long. Ongoing. Probably never-ending. I learn from every lesson. From you. From myself. I read. I explore. I reflect. I make mistakes — yes, even after all these years. I rewrite lessons that didn’t land. I search for new ways to explain something I’ve explained a hundred times. I experiment. I mess up. I learn. Just like you. Because I believe that if I want you to grow, I have to grow too.

So when you hesitate next time, please know this: Your teacher isn’t waiting for perfection.
Just for you — to try, to speak, to trust the process.

I’m in your corner. Every single step of the way.

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

This week I hit pause on writing tips, because I was working on something close to my heart: my DELTA application.

As part of the process, I had to reflect on how my teaching has evolved since I started. It felt like writing a letter to myself—from the teacher I was, to the teacher I’ve become.

 

I started teaching English in 2018 after returning from Canada, initially as a part-time job while completing my Master’s degree in a different field. At that time, I held a CAE certificate and no formal teaching experience. I joined a local language school, where I quickly realised that every student comes with unique needs, goals, and learning preferences into the classroom. This awareness shaped the way I approach teaching. 

In the beginning, I taught a wide range of learners, from young children to adults. Over time, however, I found myself increasingly drawn to working with adults. I particularly enjoyed helping those who felt stuck – those who had been studying for years but still lacked the confidence or ability to use English effectively.  I discovered that I am good at encouraging people.

My passion for teaching grew quickly. Although I graduated, I never returned to my original field of study. I soon realised I needed a stronger foundation in methodology and practical classroom skills, which led me to the CELTA course. CELTA was a major breakthrough moment for me. Since then, I’ve had the privilege of working with learners from across Europe, both in groups ad individually.

Over time, my perspective shifted. Students became learners. Learners became clients. Today, I specialise in working with adult professionals who need English for their work and career. My main focus is on teaching English to directors, managers, and professionals in the fields of IT and business. Many come to me not only for language support but also for clarity, structure, and confidence in using English in their daily work lives. 

What I find most rewarding about this work is the ability to support my clients not just in their language development, but in their broader professional and personal growth. Many of them are at key moments in their lives – preparing for international projects, switching careers, relocating abroad, or stepping into leadership roles – and they rely on English to help them succeed. They may lack confidence in speaking, avoid situations where they have to use English, or feel anxious before meetings or presentations. My role is not only to help them communicate more effectively, but also to give them clarity, confidence, and tools they need to take those next steps. I support them in building habits, understand their own learning process, and developing the confidence to move forward.

I take an individualised, mentoring-based approach. I believe that language learning should be relevant, meaningful, and directly connected to the learner’s goals. My approach is eclectic: rooted in Communicative Language Teaching, with a strong focus on interaction and real-life communication. I also incorporate elements of Task-Based Learning, using real-world tasks to simulate authentic language use. Flexibility is key.

I rarely follow coursebooks. Instead, I design lessons based on what each client needs, using authentic materials – such as articles, podcasts, videos, or real-life documents – and tailor everything to fit the context and needs of the person in front of me. My sessions often blend conversation, feedback, and skill-building, with space for structured tasks and follow-up reflections. I give regular, actionable feedback to help clients stay engaged between sessions. 

I also integrate language mentoring with habit-building strategies to support long-term progress. One thing I’ve learned over the years is that progress is never linear. Some learners need more time, more reassurance, and more space to make mistakes and try again. Creating a supportive, low-pressure environment is essential. That’s why I also run small group speaking sessions – informal, friendly spaces where my clients can socialise, practise fluency, and push themselves out of their comfort zones in a safe way. 

Ultimately, I aim to create a space where clients feel safe enough to take risks and make mistakes. I want them to know that their learning journey matters, and that their progress is valid – even if it looks different from someone else’s. Supporting people on that journey is the most rewarding part of my job.

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

 

After spending two weeks in the company of a Canadian, one thing struck me again and again — and it left me speechless every time. Learners, even those who’ve made visible progress, freeze the moment a native speaker enters the room. Or, at the very least, they feel deeply uncomfortable. Why is that? What is it that makes us shrink in these moments? What are we so afraid of?

It’s not because they’re unprepared. It’s not because their English is poor. It’s because something much deeper is at play: the internalised belief that native speakers are the ‘real’ judges of English. And that if we speak with mistakes in front of them, we’ll be exposed — as if our effort counts for less in that moment.

But let’s pause here and ask a simple question: why do we feel that way? Here’s the thing: most native speakers don’t speak any other language. Many have never had to grapple with verb forms, word order, idioms. They don’t know what it’s like to build a sentence from scratch under pressure. They’ve never sat in your chair.  They’ve never had to. And yet, it’s you who ends up feeling ashamed.

I’ll tell you what I think: every person who dares to express themselves in a foreign language is brave. You’re not just learning new words. You’re learning to think differently, to decode social rules in another culture, to navigate meaning while your brain is still translating. That deserves admiration — not silence, not withdrawal, and certainly not correction from the sidelines.

And here’s where I need to be honest about something that still makes me angry.

Many of us grew up in a school system that punished imperfection. You were taught that mistakes were embarrassing. That getting it wrong meant you were wrong. And so you began to hide. You learned that silence was safer than risk.

What breaks my heart is that even today — even in the age of communicative language teaching — I still see people, even teachers, correct others harshly. I’ve watched relatives correct a loved one’s English at the dinner table. I’ve seen a student’s confidence disappear in front of me because someone thought a sarcastic joke about their grammar was harmless.

Why do we do this to each other?
Why is being „right“ more important than being kind?

As a teacher, I’ve made a different decision. I don’t jump in. I don’t finish sentences. I don’t rush to offer the word someone’s searching for. I give space. And that space isn’t empty — it’s powerful. It says: I trust you to get there.

And guess what? They do.

They search. They struggle. And then, slowly, they speak. Not because I saved them — but because I let them try.

Sometimes I quietly step away from the conversation, letting them manage it on their own. I become invisible. And in that invisibility, they shine.

We learn through trial, not perfection. We learn by speaking before we feel ready. The best support I can give isn’t more grammar explanations — it’s belief. A calm, steady presence. A refusal to panic on their behalf. A quiet voice that says: You’ve got this. You’re doing the hard thing. And I see you.

So if you, like many, still hesitate when a native speaker is near — remember this:

You are not less. 
You are not wrong.
You are learning.

And in my eyes, that makes you the strongest voice in the room.

 

→ Quick Task for Today
Talk to yourself in English for 2 minutes.
Pick one simple topic — your morning, your lunch, a walk you took, or a memory you love.
Don’t aim for perfect grammar. Just speak. Let the words come.
(And if you forget a word? Use another. Keep going.)

Bonus: Record yourself. Listen back with kindness. Notice how much you can say.