Hillary Njuguna

My approach to teaching English comes from something I've spent a long time thinking about: most people who struggle with the language don't lack intelligence. They lack a feeling for how it moves. How ideas connect. How to say exactly what they mean, not just approximately what they mean.

I'm a published researcher and author, and I've spent years working in environments where precision in writing wasn't optional. That discipline shapes how I teach. But I also know that the classroom version of English and the real-world version can feel very different, and I try to bridge that gap rather than deepen it.

In sessions, I adapt to where you are and where you genuinely want to go. Some students need help organising their thinking on paper for university assignments. Others want to feel more confident in professional settings, writing emails, structuring reports, or expressing ideas clearly to an audience. Some simply want to hold a conversation without second-guessing every sentence. All of these are real goals, and I take each one seriously.

I don't follow a fixed curriculum. Instead, I try to use what you're actually working on as the material for our lessons wherever possible. That way, you're building a skill on something that already matters to you, rather than practising in a vacuum.

I'm patient, I ask a lot of questions, and I pay close attention to where the confusion actually lives. Language learning is rarely just a grammar problem. It's often about confidence, or about the gap between how we think and how we're able to express that thinking. That gap is exactly where I focus.

I look forward to working with you