Expert Talks

While I saw the impact in my own teaching context, convincing the academic community proved to be an uphill battle. “Does language coaching really work? Is it just another buzzword, or does it offer a tangible return on investment?” These were the questions I faced and explored. For over two decades, I’ve witnessed the power of language to connect individuals across cultures and unlock opportunities. As a language educator and consultant working with the international business and academic community, I’ve also seen first-hand the obstacles that can hinder even the most motivated learners: speaking anxiety, a lack of self-direction, persistent procrastination, and, sadly, even complete course dropouts. From speaking anxiety to lack of motivation, many students start with commitment and end in dropping out. How can you increase your students’ chances of seeing success? What are you responsible for and what can be improved? Like many language practitioners and professionals, I found that traditional language instruction alone wasn’t always enough to overcome these deeper challenges. In 2016, I discovered coaching and quickly realized that it was not only a tool for personal and professional development but also a valuable resource to enhance language learners’ communication competence. Integrating coaching techniques into my language teaching practice yielded remarkable results, boosting learner confidence, enhancing autonomy, and driving demonstrable progress. In this ILCA Expert Talk, I’ll share key insights from my doctoral project research, providing you with the evidence-based arguments you need to confidently advocate for language coaching in your context. You’ll learn:  Data showcasing the tangible impact of language coaching on learner outcomes (e.g., improved fluency, reduced anxiety, increased motivation).  Proven strategies for quantifying the ROI of language coaching programs, demonstrating the value proposition for both individual clients and institutional sponsors.  Practical frameworks for effectively integrating coaching techniques into existing language training programs, maximizing their effectiveness and reach.  Tools for addressing common objections and building a strong case for the adoption of language coaching within your own organization.

Katarzyna Bieniecka-Drzymała PhD Senior lecturer and LSP- English and German teacher in the Department for Teaching Methodology and Intercultural Studies at the Adam Mickiewicz University Poznań. Doctorate on the potential of coaching dialogue in developing metacognitive awareness and autonomy in foreign language learning and teaching (2023). Accredited coach, holder of ACC coaching credential issued by International Coach Federation, Director of the local ICF Poland chapter in Poznan. Graduate of the Coaching Skills for Learner-Centred Conversations course at London Imperial College  honoured with the British Council Certificate – Teaching Academic Excellence and awarded by the Ministry of Education and Science in Poland for significant achievements in teaching.   Active participation in numerous international projects: (2020) TRAILs Project – an Erasmus+ strategic partnership for higher education coordinated by the Graduate School of Education of the University of Bordeaux, here author of the Workshop “First coach then teach” for LSP teachers; (2021) eMMA Project (electronic multimodal exchange portfolio) – an exchange project jointly carried out at the University of Bielefeld (D), the University of Poznań (PL) and the University of Nijmegen (NL), here author of the workshop “Discursive practices for tutors of multinational student groups” preparing tutors/mentors for leading students exchange; (since 2021) GIP Project – Germanistische Institutspartnerschaft (Poznan, Marburg, Nijmegen) “Cultural and linguistic reflexivity in international teacher education in the field of GFL”, here doctoral scholarship at the University of Marburg (2022) and author of the workshop “Reflexive Work and Life Integration” for international doctoral students and academic teachers.