I have over 30 years of experience as an English language instructor, having taught in a wide range of educational contexts including universities, secondary schools, and language centers. My career has taken me to several countries—Spain, the United Kingdom, Turkey, the United Arab Emirates, Indonesia, Saudi Arabia, and Vietnam—where I have worked with diverse student populations and academic systems. In addition to classroom teaching, I have served for 10 years as an IELTS examiner, which has provided valuable insight into international language assessment and standards.

My teaching and academic interests include Academic English, university pathway programs, and preparation for international examinations such as TOEFL, IELTS, and Cambridge exams. I have also taught English for Specific Purposes, corporate English courses, and General English, alongside contributing to postgraduate teaching in TESOL and Applied Linguistics at the master’s level. These experiences have allowed me to support learners across a broad spectrum of academic and professional needs.

I currently serve as the Dean of the School of Linguistics at the American University of Science. In this role, I have been actively involved in the development and establishment of new academic programs and courses, helping to shape the school’s curriculum and academic direction while supporting faculty and students in achieving high standards of teaching and learning.

Professional Statement

My teaching philosophy can be summarized as: give students what they need and build a good relationship with them. Putting students’ needs first sometimes means teaching content a teacher may not personally prefer but that students must master to succeed, such as grammar for passing a course. It also means presenting material in ways that are accessible and engaging. Making learning enjoyable can help students understand difficult concepts, though entertainment should never overshadow the central goal of learning. Ultimately, the teacher’s role is to ensure that students receive the instruction that will best support their academic progress.

Meeting students’ needs does not always align with what they want, since course goals are often shaped by institutions and assessment requirements. Teachers therefore need to balance maintaining course standards with encouraging student cooperation, sometimes by explaining the purpose and value of the course and presenting required work in the most supportive way possible. Strong teacher–student relationships are also supported by cultural awareness and sensitivity to linguistic differences that may affect learning. Understanding students’ cultural communication styles and the structural differences between their first language and the target language allows teachers to anticipate challenges and design instruction that helps students overcome them.