Frequently asked questions
Who is this best suited for?
This work is ideal for fluent English speakers who operate at a high professional level but want their spoken English to sound as confident, clear, and authoritative as their thinking. It is not about learning English, but about refining how it is spoken.
How is this different from English Language (ESL) training?
This is not general English teaching.
We focus on spoken communication, pronunciation, using techniques drawn from elite performance coaching. This includes elements such as rhythm, delivery, confidence, and presence. ESL teaching generally doesn’t address pronunciation in sufficient depth because it’s such a specialist area. We have the specialist skills to focus specifically on this aspect of speech, and to guide people towards transformative change.
Is this appropriate for DEI initiatives?
Yes. Accent bias and discrimination is a real inclusion issue. Our approach supports clarity while respecting linguistic and cultural identity.
We don’t erase accents. Everyone on the planet has an accent, so it’s not possible to speak without one. What’s often called accent reduction is actually just accent changing to one that’s considered more ‘neutral’. We focus on clarity, so people are understood without losing their identity.
How quickly do people see results?
Often very quickly. Small changes in spoken clarity can make a significant difference. Many clients feel the impact within the first few sessions. Speech is performed by muscles (the tongue, lips, soft palate), which means that change requires muscle training and repetition. (You can equate it to training at the gym). So while results can be felt fairly swiftly, in order to achieve sustained change, dedicated repetition and training are needed.
Do you work internationally?
Yes. We work globally and deliver coaching online and in person, depending on location and need.
Can you work with teams as well as individuals?
Absolutely. We offer 1:1 coaching, team workshops, and organisation-wide programmes.
