Silvia ?iháková Aguilar

LinkedIn https://www.dhirubhai.net/in/silviacihakova-languagecoaching/?

Certified Professional Neurolanguage? Coach | Certified Team Coach | NLP Master Practitioner | Certified Qigong Teacher | Polyglot

Location: Dob?í?, Central Bohemia, Czechia

Hello! I'm Silvia

Currently residing in the Czech Republic, my primary focus involves working with people. These are individuals who approach me with the idea and desire to learn and enhance their abilities to communicate in a foreign language. Presently, they are keen on Spanish, English, French, German, and Italian. While one might label me as a foreign language teacher, I prefer to see myself as a coach.

In addition to this, I hold a Ph.D. in Environmental Economics. Concurrently with my university studies, I pursued a diploma to become a German language tutor for foreigners. Sponsored by the Goethe Institute in Munich, Germany, this training spanned almost three years, comprising two theoretical years and one year of practical experience. The late '90s, emphasised by the Goethe Institute, included the development of four skills: speaking, listening, writing, and reading, integrated through contextual topics.

It's been nearly 28 years since I embarked on this language teaching journey. People have consistently expressed interest not only in learning German but also in my native language, Spanish. I fell in love with other languages and managed to learn Italian, French, and Portuguese in a relatively short period.

After moving to Czechia, despite working as a research assistant for two universities, people frequently sought my help and advice on foreign language issues ranging from scientific writing, presentation skills, grammar to travel and intercultural matters.

The intriguing aspect for many is that I am from Guatemala, with Spanish as my native language, having acquired foreign languages, including Czech. Students who attend my classes have been drawn to this multicultural facet. They join with the motivation to become bilingual, mirroring my three daughters. This motivation is evident not just among my daughters' classmates but also from adult students who approach me based on class experiences or through referrals.

During the pandemic, recognizing the need for certification, I took various courses and diplomas to professionally teach Spanish. I ventured into online teaching platforms and found a deeper interest in helping students overcome communication challenges beyond language learning. This ranged from making messages clear, effective self-presentation, establishing study systems to completing tasks.

This newfound interest led me to a short online coaching course for educators from the Norwegian University of Science and Technology. The practical application of coaching became evident when assisting a student struggling with Spanish homework. Instead of sharing advice, I facilitated his self-discovery by asking, "When you REALLY want to do something, how do you do it?" This approach proved successful, and he never missed his homework again.

Expanding on this coaching aspect, let's delve deeper into the transformative power of coaching in language learning. Coaching is not about providing answers; it's about guiding individuals to find their solutions. It's a process of self-discovery that goes beyond the intricacies of language structure. By incorporating coaching into language classes, I aim to empower students to overcome obstacles that extend beyond grammar rules and vocabulary.

Intrigued by coaching, I enrolled in formal life coaching training accredited by ICF, International Coaching Federation, eventually incorporating it into my language classes. Further, I pursued training in neuro linguistic programming (NLP) to address communication blocks, fears, and traumatic experiences related to learning.

Subsequently, I discovered Neurolanguage? coaching that applies neuroscience tools for language learning. This methodology involves guiding students as a professional coach, respecting their preferred learning methods in a brain-friendly environment.

And last but not least, I instruct and apply Qigong techniques to tackle challenging issues, including attention and concentration difficulties, especially when working with children.

The coaching journey has been one of profound self-discovery, not just for the students but for me as well. It goes beyond the traditional teacher-student dynamic, fostering an environment where growth and learning are reciprocal. As a coach, I've learned to navigate the delicate balance between providing guidance and allowing space for independent exploration. It's a process that requires patience, empathy, and a deep understanding of each student's unique learning journey.

This journey has brought immense peace, working collaboratively with students on areas that genuinely interest them. Coaching intervenes during moments of weakness or external circumstances that may impact learning. I've embraced and developed skills previously unexplored. It feels more like personal growth than work—subtle skills like remaining silent, allowing time for self-discovery, and adapting to the flow when plans deviate.

Post each session, I inquire about the feelings of both the student and myself for follow-up. Feedback consistently reflects that students find learning easier than anticipated. Practising enhances memory retention, and deriving enjoyment accelerates understanding. It marks a moment of liberation as students begin taking responsibility for their learning journey. Guiding them as a coach is fulfilling both professionally and personally. It's a subtle yet transformative process, often feeling more like personal growth than work.

As we reflect on the coaching journey, it's essential to emphasise its applicability beyond language learning. Coaching techniques extend to various facets of life, offering individuals a framework for tackling challenges, setting goals, and navigating personal growth. This holistic approach resonates with the idea that language learning is not just about acquiring words and phrases; it's a gateway to understanding oneself and others on a deeper level.

So, I share this experience not just as a language professional but as someone who believes in the power of coaching to unlock human potential. In a short period, one can develop these skills and witness not only linguistic but personal transformations. I take pride in this journey and have faith that my clients will also nurture their abilities, inspiring others to incorporate coaching techniques into their lives.

Thank you for your attention, and that concludes my extended sharing for now. Take care!

Editor’s Notes

Strategic Steps

1. Language Teaching Expertise: Silvia began as a language tutor for German, expanded her linguistic repertoire, and adapted her teaching methods to diverse languages, gaining extensive experience in language instruction.
2. Recognizing Need and Diversification: Amidst her academic pursuits, Silvia recognized the demand for language guidance and diversified her teaching focus to address various language-related challenges beyond grammar and vocabulary.
3. Embracing Coaching Principles: Recognizing the limitations of traditional teaching methods, Silvia explored coaching, undertaking formal coaching courses, neuro linguistic programming (NLP), and Neurolanguage? coaching to integrate coaching principles into language learning.
4. Applied Transformation: Silvia implemented coaching techniques within her language classes, guiding students through self-discovery and empowering them to navigate obstacles beyond mere language intricacies.
5. Continuous Learning and Adaptation: Silvia regularly sought further education and training, adapting her teaching style based on new methodologies and insights gained through coaching and neuroscience tools.

Outcomes

1. Student Empowerment: Silvia's coaching approach empowered students to take ownership of their learning, enhancing their confidence and self-motivation, resulting in easier and more enjoyable learning experiences.
2. Personal Growth: Silvia's coaching journey facilitated personal growth, expanding her skills beyond conventional teaching methods, emphasising patience, empathy, and adaptability.
3. Transformative Learning Environment: The integration of coaching into language classes fostered a transformative learning environment, allowing reciprocal growth between teacher and student, beyond the traditional dynamic.
4. Holistic Approach: Silvia highlighted the broader applicability of coaching beyond language learning, emphasising its potential for personal development, goal-setting, and overcoming challenges in various aspects of life.
5. Inspiration and Potential Influence: Silvia's experience inspired confidence in others to incorporate coaching techniques into their teaching or personal development journeys, emphasising the potential for rapid personal and linguistic transformations.

Silvia ?iháková’s Reflection

Compiling this article for Martin Richards′ book about Coaching in Education has provided me with invaluable insights. It has allowed me to distil nearly three decades of experience dedicated to the pursuit of learning and teaching foreign languages into concise reflections. Moreover, this process prompted deeper introspection, enabling me to articulate and define the essence of my professional work. Most significantly, it reinforced my conviction that my job brings me a profound sense of peace and aligns with my life's purpose – fostering more genuine communication skills and cultivating human connections that transcend geographical and cultural boundaries, reaching beyond the limitations of mere words. I express my sincere gratitude to Martin for giving me this enriching opportunity and meaningful gift.

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