It is what you can actually use in a real situation.
When language use fails, it is usually a learning design problem.
Many people study a language and later discover that they cannot use it when required —
in a meeting, a presentation, or an exam.
This happens because most language learning focuses on content, not use.
As a result, people build knowledge, but can’t access it when it matters.
My work focuses on addressing that problem.
How I work
I work as a learning designer and language coach.
We start with a specific situation where the language needs to work.
That situation is defined clearly:
what needs to happen, under what conditions, and what “working” actually means.
I work in English, German, Swedish, and Dutch.
If needed, I take an active role in the process — but the structure always comes first.
I don’t offer standard language courses.
I don’t follow textbooks.
I don’t teach grammar for its own sake.
The starting point is always context you’re dealing with.
How my work is structured
The structure of the work follows a simple logic.
First, the target situation is defined as precisely as possible:
what needs to happen, under which conditions, and what counts as successful communication.
From there, the structure is simple:
Input → Output → Review
Input
Relevant language, models and material required for the defined context.
Output
Active use of the language in that context (spoken or written).
Review
Precise feedback on effectiveness, clarity and required adjustments.
The structure comes from the situation and is adapted as we go, until the language works reliably.
You’re not just following a plan — you’re actively working within it.
To support that, you use simple tools and scaffolding that help you stay focused, make decisions, and keep moving forward, even under real conditions.
The goal is simple: to achieve functional use.
Who this is for
I work with individuals, teams, and organizations who do not want standard language courses.
This becomes relevant when:
- someone has learned a language but can’t use it when they need to.
- the language needs to work in a specific situation (e.g. meetings, presentations, exams).
- people complete courses, but still can’t use the language in practice.
In each case, the starting point is not the learner, but the situation in which language is used.
The context may vary:
- within institutions or language programmes
- within companies and teams
- in individual, situation-specific cases
The logic is always the same. Only the context and scale change.
What I don’t offer
I don’t offer language training in the usual sense.
- no standard courses
- no textbook-based learning
- no general language improvement without a clear situation
- no programmes built around content
I don’t work with open-ended goals.
- no “I just want to get better”
- no learning without a specific situation
And I don’t separate learning from use.
- you don’t learn first and apply later
- you use the language from the start
If you are looking for a standard course, this is not the right fit.
How we work together
Each collaboration is built around:
- one clearly defined situation
- measurable improvement in performance
- ongoing adjustment
The duration depends on the situation and your starting point.
Most work runs for several weeks to a few months.
Contact
If you need to use a language in a specific situation — and you can’t use it when it matters — contact me.
Please briefly describe:
- the situation in which the language is required
- how you expect the language to be used in practice