Fluency coaching isn’t one-size-fits-all. In my small-group program, it’s guided by three core principles that shape everything from the choice of materials and session design to feedback.
As I wrap up the second run of Fluency Builder for B-2+ and C-1 Speakers of English, I’ve taken time to review what’s worked well—and what could make it even stronger. When I design and facilitate a coaching program, I work from a clear through line. That is, three guiding words that influence every decision: from the types of communication tasks I choose, to how I respond to the participants’ real-time language use, to the tone and feedback style I bring to both the live coaching sessions and asynchronous coaching.
Nimbleness, Recycling, and Personalization are the three words at the core of Fluency Builder. They shape not only the materials I choose, but also how I respond to and support each participant along the way.
Nimbleness: Responding in Real Time and Between Sessions
While each month’s topic and vocabulary spotlight are planned, I also come prepared with specific discussion questions. These give participants the opportunity to practice using new language. At the same time, the direction of each live session— and even how I respond to online prompts —adapts in response to what the participants bring.
Below are two examples of how I stay responsive during the live sessions and in the online space.
Example 1
For each article or video I share in our online community portal, I post at least 1 discussion prompt. When a participant responds, I read the post carefully. If they’ve previously indicated that they’re open to receiving language feedback publicly, I post corrections and suggestions directly in the thread. Here’s a snapshot of this discussion exchange:
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Discussion Prompt: Why do you think relationship-building is especially important in high-context cultures? How do you approach relationship-building when working across cultures?
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Participant 1 Response (from Japan living in U.S.): Working between high-context and low-context cultures requires careful approach. Coming from the high-context culture myself, I know there are ways to build relationship, which I believe building trust in each other. As I’ve seen in the past, people are sharing time together, such as having meals together, going out for drink, singing or playing golf together to show appreciation to one another. On the other hand, the low-context business partner would misunderstand this action as bribery. Since there is a complexity between, we just have to look for mutual agreement… I’m interested to ask how Rosella and Max handle this.
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My Response (from and living in U.S.): Cross-cultural fluency is clearly a part of your day-to-day life, <Participant 1>! 🙂 … Below are my Language Use Corrections and Suggestions: …requires a careful approach… Coming from a high-context culture myself, … I changed the phrasing: I know there are ways to build relationships, which I believe build trust between people…. Instead saying, “… would misunderstand this action as bribery,” what about “…would understand this action as motivated by self gain“? … What is the object of the word “between” in the sentence, “Since there is a complexity between, we just have to look for mutual agreement”? Could you say, “Since there is a complexity between high and low-context cultures, we just have to look for mutual agreement.” Note: This is a good topic for Thursday [our next live coaching session]! 🙂
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Participant 2 Response (from and living in Italy): Hello <Participant 1>, I love to have many relationships, because I am a social animal and absolutely not for bribery! I enjoy to know different people and to do many different things with them. For example I have some friends that like art as I do, other friends that like travelling, others very closed friends that I attend since when I was a child and they know me very well also in my defects, other friends that do my same job, others that are very old seaside friends with which I shared my best moments during summer…I love have dinner whith all of them…When I celebrate my 50th birthday I invited 300 people! See you later
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Participant 1 Response: Wow. 300 people!! I can clearly see you as a caring, loving, social and friendly individual, <Participant 2>!
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My Response: 300 people, <Participant 2>? – wow indeed! 🙂 … Below are my Language Use Corrections and Suggestions: First sentence: I love to have many relationships because I am a social animal-not for any ulterior motives! OR not because I’m looking for bribes! … I enjoy knowing different people and doing many different things with them…. others who are very close friends that I have spent time with since I was a child and they know me very well, including my weaknesses… others who are very old seaside friends with whom I have shared my best moments during the summer…
Example 2
During each 90-minute live session, I take notes. I then upload a follow-up language use feedback sheet into our online portal for easy access. If a participant uses a phrase that’s close but slightly off or makes a grammar error – like using the wrong verb tense or sentence structure- I jot it down. This kind of follow-up gives the participants a chance to revisit and reuse the language we touched on—without losing the flow of the live session. Want to take a quick look at a sample follow-up sheet? Click HERE to access.
And this brings me to the second through line: recycling.
Recycling: Making Vocabulary Stick
Recycling is essential to fluency development. I’m not talking about in the mechanical sense of repetition, but in the intentional reappearance of useful words and structures across different formats and coaching contexts.
Each month, I choose a selection of articles, videos, and podcast episodes tied to that month’s topic. To learn more about this one-topic-per-month structure, click HERE.
The selected materials introduce key vocabulary in context, and from these I create vocabulary sheets that highlight key words, everyday phrases, and idiomatic expressions. The articles, videos, and podcast episodes serve as a springboard for reflection and discussion—both in the online portal and in our live sessions.
During our live coaching sessions, I spotlight several of these words & expressions—one per slide—so participants can hear, see, and practice these in real time.
To reinforce this vocabulary, I’ll often turn it into a speech warm-up that zooms in on a specific English sound or stress pattern. Participants also have the chance to ask questions about usage and experiment with the expressions in a supportive, real-time environment.
The recycling continues after the live session. As I said above, if a participant uses a word or phrase in a way that’s slightly off —grammatically or in terms of nuance —I include it in the follow-up Language Use Feedback Sheet along with suggested revisions. This offers another opportunity to see the word in action and reflect on its use, without interrupting the momentum of the live conversation.
At the midway point of the program, I also provide an Error Correction Worksheet. This resource pulls together common grammar issues and vocabulary patterns that emerged during the sessions, offering additional exposure and structured practice. Each worksheet includes an answer key so that participants can think through and self-correct at their own pace. Go ahead and take a look. Click on the two links in this paragraph.
This kind of layered recycling—across reading, listening, speaking, feedback, and follow-up—helps participants not just recognize new vocabulary but actually use it, refine it, and carry it forward with greater understanding and confidence.
Personalizing: Individual Support in a Small-Group Format
Even in a group setting, each participant receives targeted attention—especially when it comes to their individual language use. That’s why I limit each cohort of Fluency Builder to no more than six participants. This allows space for both structured group practice and responsive coaching that addresses everyone’s language needs—surfacing during live sessions and online engagement.
For example, when I notice that a particular speech feature—like word stress or final consonant sound articulation in key words—might benefit several participants, I share a short video in the online portal. These videos provide a focused demonstration and give participants time to reflect on and revisit the speech element at their own pace.
Here are links to a couple of short videos that I shared during the first few weeks: https://spokenenglish.communiclearglobal.com/Sound-Openers-GWSJ and https://spokenenglish.communiclearglobal.com/Over-Articulation-Technique-GWSJ.
In the live coaching session that followed, I stayed tuned in for the right moment to follow up—bringing that speech feature back into focus when it fit the flow of conversation. I integrate the feedback with careful timing so that it doesn’t interrupt and feel forced.
Another way I support individual attention—without singling anyone out—is through the Language Use Feedback Sheet that I mentioned earlier. While I never identify who said what, the examples come directly from real group interactions. This gives each participant the opportunity to reflect on language patterns—not just in their own speech, but in others’. This becomes a shared learning resource, shaped by the collective input of the group.
This balance is what makes the format effective: participants practice speaking with others from diverse language backgrounds, while still receiving focused feedback on their individual communication. It’s a structure that supports both shared learning and individual language development —something most larger programs can’t sustain.
Conclusion
Spoken fluency in any language isn’t built by memorizing vocabulary. It develops over time through consistent use, real-time interaction, and focused reflection. A multi-layered approach is efficient. And yet, this isn’t always linear.
For me, the through line includes three words: Nimbleness. Recycling. Personalization. These shape how I support global professionals—not just in expanding their vocabulary , but in learning to use it meaningfully in real-time conversation.
And what about you?
How often do you revisit and reuse the language you’re learning?
Do you have a space where someone responds in real time – listens, adjusts, and meets where you are – as you move forward?
Spoken Fluency that’s clear and understandable develops from repeated use, steady reflection, and the support to try, adjust, and try again.
👉 Curious about how this works in practice?
Click HERE to learn more about my upcoming summer Fluency Builder programs.
