At The Global Language Coach we know how important learning a language can be, as it can lead to moving to a new country, a new job, making new friends and can even make the difference between living fully or merely surviving.
We believe that teaching is to act as a facilitator guide to give our clients the tools to awaken confidence, skills, motivation and enthusiasm to learn.
Our teaching purpose is to transmit and help develop the enthusiasm for learning, not only a language, but any subject.
We strive to bring together strategies and techniques drawn from various evidence-based interventions: NLP (neurolinguistic programming) cognitive psychology; life coaching with motivational interviewing (MI), to form an integrative model of language coaching for individuals. This model recognizes the importance of considering and addressing three factors that can influence the outcome of coaching: (1) the effect that cognition has on enhancing goal achievement, (2) the match between the client’s level of preparation and the stage of change and (3) the emotional stress and/or mental distractions a client may be experiencing in his or her personal or professional life, or both. Taking all these factors into account, what the integrative model offers language learners is a set of tools and structure to optimize their skills, improve their performance, change their problem behaviors, increase their self-confidence and improve their well-being. general.
In addition, based on the principles of NLP (Neuro-Linguistic Programming), since we are in the post-method era, our teaching style is based on the Communicative Approach (1980). I am particularly drawn to this approach because I teach adults and as such my students want to learn all four skills (reading, writing, listening and speaking) and need to do so through resources relevant to their professions. As a result, we often use authentic materials (magazine articles/blogs/videos/podcasts) and carefully designed books with highly engaging and current topics.

We like to use games, talks, articles, dialogues and conversations used in both the Communicative Approach and the Direct Approach (1900).
It is through these approaches that students have the opportunity to develop and practice their skills in real life situations.
As our clients come from diverse backgrounds, we understand that they have different levels of skills and confidence. To motivate them to learn, we also draw on other approaches, such as the Affective Humanistic Approach (1970), which respects the emotional realm of learners as they progress through their learning process. Our way of facilitating them is to encourage positive reinforcement as much as possible in hopes of lowering your ‘Affective Filter’.
Furthermore, the Comprehension Approach (1980) inspires us to role-play in the classroom, encouraging students to take the initiative and become teachers, thus urging them to gain confidence and become proactive producers of language.
We make use of a wide range of teaching techniques in our classes – finding ways to get their attention quickly is critical, we always spend the first 5 minutes or more of the class getting mindfulness. This can be done by listening to soothing music, or maybe even watching engaging videos to give them a boost and remind them why they are learning. We also make use of warm language and humor. I tend to stick to the 80 (practice)/20 (teaching) rule. It is essential that our clients are able to do both guided and independent practice in class, as they have little or no time to do the latter at home.