This 20-year journey has been driven by…
- a curiosity about people, language, and culture.
- a love of the collaborative process with colleagues and clients alike.
- a passion for technical precision with a specific purpose in mind.
- a desire to help people communicate effectively, as they intend, in the global workplace.
Starting with Academia: Where Theory Meets Practice
My early days in the field were rooted in academia. At this time, I worked with International Teaching Assistants (ITAs) who were navigating the challenges of both spoken English and the American classroom. These individuals needed more than just basic communication skills—they needed to deliver lectures clearly, respond to student questions effectively, and manage discussions confidently. They also needed help with vocal projection, individual sound diction, and rhythm sound production.
At that time, I learned a lot when reading the linguistic research on how the rhythm of speech impacts the listener’s processing of information. It’s subtle. English is a stress-timed language. This is different from that of a syllable-timed language. The rhythm matters. I used the books of Linda Grant and Laura Hahn & Wayne Dickerson for guidance while I worked with the stressed-out ITAs.
I also went in search of published speech pathologists for practical how-to guidance when it comes to the production of individual English sounds. HT: Susan Cameron. Michael Swan and Bernard Smith’s Learner English (a solid reference book for English teachers and language coaches) helped direct my ear’s attention. I was able to more easily set the priorities for what to work on when with the students and working professionals at UIC.
Working with the ITAs
I quickly realized that coaching wasn’t about simply correcting mistakes; it was about helping speakers build confidence and achieve speech clarity & fluency that felt more comfortable.
This experience provided a strong foundation for what would become my core coaching philosophy: working with the speakers-in-training is most effective when I (1) customize the program for their specific communication needs, (2) use both their work materials and my skills training materials, (3) am quick to respond to their coaching needs for whatever is going on in a given week, (4) give super-focused feedback and guidance, and (4) train them to self-monitor their own speech production and communication delivery.
Moving into Corporate Coaching: Bridging Real-World Communication Gaps
The shift from academia to corporate coaching was driven by the needs of global professionals. These B-2 to C-1 English speakers were proficient but often struggled with vocabulary range, sentence complexity, and speaking ease. Many wanted to sharpen their English pronunciation and strengthen their vocal projection, especially in high-pressure business scenarios like presentations, negotiations, and team meetings.
In response, I developed workshops and training/coaching programs, both live and online, that address these needs directly. Each program has been designed to be both comprehensive and adaptable, ensuring that the skills learned could be immediately applied to workplace communication challenges.
Technical Depth with Real-Life Relevance
One consistent piece of feedback I’ve received over the years is that clients appreciate the technical depth of my approach. I focus on the mechanics of the English sound system, exploring elements like intonation, rhythm, and articulation. But I also ensure that any workshop or program is relevant to each client’s role and industry.
For example, when working with a tech professional, I may integrate industry-specific terminology and communication scenarios. For an attorney, I may focus on the clarity and precision of language used when discussing a merger and acquisitions project. This targeted approach has allowed me to make even the most technical aspects of speech training engaging and applicable.
Learning Along the Way: Insights from Experts and Peers
My growth as a coach has been shaped by continuous learning. Early on, I learned from my peers in other university programs, as well as from books and conferences led by academic applied linguistic researchers. I continued with corporate instructional designers (HT: Julie Dirksen), speech pathologists (HT: Robert McKinney) , and vocal coaches (HT: Barbara McAfee, Arthur Lessac, and Arthur Samuel Joseph). This blend of academic rigor and practical insights has allowed me to refine my coaching methods over time.
Evolving Techniques and Tools: Embracing Technology for Self-Monitoring
Over the past 8 years, I have been working primarily 1-on-1 with executives, consultants, subject matter experts, and corporate employees via Zoom or Teams. I use a combination of client-specific materials and my own resources to help learners achieve their goals. The resources I bring to the table (or online platform) include self-study videos and step-by-step practice tasks for skill development.
Clients have access to a private online space where they can record their speech, both audio and video, for self-assessment and collaborative critique. Training someone how to self-monitor is a cornerstone of my coaching process. This gives my clients the ability to observe their steady progress, identify specific areas for improvement, and take ownership of their journey.
Launching a New Chapter: The Hybrid Fluency Booster Program
Recently, I’ve listened to the needs of clients and as a result, have taken a step back to my roots with the launch of a hybrid fluency booster group coaching program.
This pilot initiative blends the dynamics of group interaction with individualized coaching, much like my early work with the incoming international university students and the ITAs. It brings together global professionals to practice, share feedback, and advance their spoken English as a team.
Developing and running this program has been both rewarding and nostalgic, reminding me of the fun in building on what you know and the challenges in launching a new program.
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