English as a
Second Language
1-on-1

Foundations

My approach to English teaching rests on interconnected pillars: vocabulary and grammar correction, adaptability to each student’s learning curve and personality, natural language acquisition, and teacher immediacy. These foundations are supported by a strong awareness of linguistics, which helps me see language from the student’s perspective.

Detailed Pedagogy

Vocabulary and Grammar Corrections

A cornerstone of my teaching practice is consistent vocabulary and grammar feedback. I note mispronunciations, unnatural word choices, and grammar errors, providing corrections in a structured way that helps students internalize natural English usage. Corrections are presented as opportunities, not criticism, allowing learners to view mistakes as stepping stones toward fluency.

Adaptability to Students

Every student learns differently. Part of my pedagogy is adapting to their pace, strengths, and preferences. Some learners benefit from fast-paced correction, while others require a gentler approach. I also adjust my tone and methods to align with each student’s personality, ensuring a safe and encouraging environment. Cultural backgrounds also influence learning styles, and my adaptability helps lower barriers caused by fear, ego, or embarrassment.

Natural Language Acquisition

I believe that language learning should mirror the way we acquired our first language: through immersion, repetition, and meaningful interaction. Traditional methods often focus too heavily on memorization and rigid structures, which can create barriers to fluency. Instead, I emphasize communication, context-driven vocabulary, and grammar learned through use. Confidence comes first, accuracy follows.

Linguistic Insights

My background in linguistics strengthens this pedagogy. I recognize that even if a structure sounds unusual in English, it may still be grammatically valid from a sociolinguistic perspective. Languages evolve within cultural contexts, and what is considered "natural" depends on social norms as much as grammar rules. I also understand that some languages have phonotactic limitations that restrict their speakers from using certain sounds. This awareness makes me more patient and precise when addressing pronunciation challenges.

As a non-native speaker of English myself, I share a deeper connection with learners. I understand their struggles, from mispronunciation to cultural misunderstandings, because I have lived through them. This empathy allows me to guide them not only as a teacher but also as someone who has walked the same path.

Teacher Immediacy

My teaching style also emphasizes immediacy, which bridges the psychological gap between teacher and student. I use humor, warmth, and personal expression to make lessons engaging and human-centered. Wearing Hawaiian clothes, bringing a humorous attitude, and maintaining a relaxed presence are part of this approach.

Teacher immediacy creates a learning atmosphere where students feel comfortable, valued, and encouraged to participate. When students perceive the teacher as approachable and authentic, they are more willing to take risks, make mistakes, and grow in confidence.

Philosophy

At its core, my pedagogy emphasizes connection before correction. Mistakes are signs of growth rather than failures. I see language as a life skill instead of a school subject. My role is not only to teach English but also to create an environment where students grow in confidence, curiosity, and adaptability.

Conclusion

My pedagogy combines correction, adaptability, natural learning, linguistic insights, and teacher immediacy to create an environment where students experience English as a living tool. By blending empathy, adaptability, humor, and science, I help students build a lasting connection to the language.