Trusted teacher

I am a qualified English educator with over 18 years of experience teaching across diverse educational systems, including the Canadian, American, and British curricula. I am a certified English teacher from Illinois, Chicago, United States, a licensed teacher from Canada (Prince Edward Island), and a certified Academic Director from Illinois, Chicago, United States. I have worked extensively with learners of all ages, from kindergarten to high school, and I also specialize in teaching adults, focusing on conversational and general English for personal, academic, or professional development. My expertise includes preparing students for IGCSE, O-Level, Edexcel, and IELTS examinations, as well as supporting English Language Learners (ELLs) in developing strong reading, writing, and speaking skills. Beyond classroom teaching, I have helped students successfully apply and join universities overseas, guiding them through academic preparation, admission requirements, and language proficiency support. In addition to my teaching background, I have solid experience as a Recruitment Coordinator, Academic Coordinator, and HR Officer, where I handled candidate selection, interview scheduling, teacher onboarding, and staff management. This unique combination of teaching, leadership, and administrative roles enables me to make effective contributions to both classroom success and institutional development.

Trusted teacher

About Me I am a qualified and experienced English tutor with over 10 years of experience teaching students of all ages and levels. I am passionate about helping students improve their English skills and achieve their academic goals. My Qualifications • Master in general translation • 10 years of experience teaching English to students of all ages and levels • Diploma in english My Teaching Methods I use a variety of teaching methods to help students learn English effectively, including: • Individualized instruction • Active learning activities • Games and simulations • Peer tutoring • Homework assignments My Approach to Teaching I believe that every student learns differently, so I tailor my teaching methods to each student's individual needs and learning style. I am patient, encouraging, and supportive, and I create a positive and relaxed learning environment where students feel comfortable asking questions and making mistakes. My Availability I am available for private tutoring sessions Saturday through Friday, from 6pm - 9pm. I am also available for online tutoring sessions.

Trusted teacher

May 2026: In these neuro-divergent times, the binary division of "one language or two" in bilinguals is perhaps due some contestation, which students are capable of providing. I have always found bilingual production models (and the ubiquitous Powerpoint slide) that university teachers provide a hindrance because of their lack of explicitness and discussion - they are just not relatable as presented nor do they provide much information or examples for monolingual students. Code-switching, a by-product of bilingualism, is now a term that is even found in minority-ethnic neighbourhood grafitti ("can white people code-switch" a found example). Please note that this is a linguistic term, used for switching between two languages, and not between local or social varieties of English. My personal position is that there is no such thing as bilingualism: there is always a language that suffers attrition, and one language that prevails, mostly because of its prestigious standing over the other language. On the other hand, a child exposed to more than one language cannot be truly monolingual. For this course (very popular at universities around Europe both at undergraduate and postgraduate level) we shall go through the terms used to discuss bilingualism, in detail, and then discuss, with the help of published books and articles, who can be considered bilingual (or are we all, one other language lying dormant?). Can bilingualism be defined by the speaker, instead of the "community"? Can it be imposed by the State? Does a bilingual brain function in the same manner as a monolingual brain? These are research questions that emerge as dissertation or thesis topics both at undergraduate and postgraduate courses.