Meet a member - Tetiana Lesyk

Now that the November fiesta that was the IATEFL BESIG Annual conference has wound up, join our interviewer Viktoryia Zelianko as she chats with Tetiana, fondly known as Tanya, about why pronunciation still matters, how banking and sales shaped her teaching, what makes language lessons feel like therapy, and why volunteering with BESIG is more rewarding than you'd expect.

Bio

Tetiana Lesyk is a business English educator, phonetician, and neurolanguage coach based in Kyiv. With 11 years’ banking experience and over 20 years in ELT, she specialises in corporate communication and British pronunciation training. She speaks internationally at IATEFL, ILCA and delivers tailored programmes for executives, entrepreneurs, and educators.

1. What is your approach to teaching Business English? Do you have a preferred methodology, framework or resource?

My approach is highly learner-centered and rooted in a combination of my corporate background and linguistic expertise. I rely on communicative and task-based methodologies but always adapt them to the realities of my learners’ industries. For instance, a banker or energy executive will work with case studies, role-plays, and authentic materials relevant to their field. I also integrate coaching principles, helping learners identify what is holding them back and how to move forward with confidence. 

Resources such as case studies, authentic financial and corporate governance reports and presentations, and well-chosen business English textbooks are starting points. One of my favourite websites is investopedia.com, rich in respective finance and business-related news and terminology. I also always customize lessons with pronunciation training and communication strategies to ensure that they are directly applicable to real business contexts.

2. You have varied professional experience. What is it and how do you leverage it when teaching Business English? Do you also teach Business Communication skills?

I spent over 11 years working in a Dutch bank in Ukraine, and also four years in sales in London. My roles involved corporate sales, negotiations, customer servicing, due diligence process, etc. so I understand the pressure and nuances of international business communication from first-hand experience. This background allows me to design lessons that mirror real-life situations my learners face - client calls, meetings, boardroom discussions, or due diligence meetings.

Alongside language, I teach Business Communication skills such as pitching, handling objections, structuring arguments, and managing intercultural dialogue. For me, language and communication cannot be separated: executives need both accurate English and the confidence to use it persuasively.

3. You've lived and worked in a different culture. What would you say are some key differences between Ukrainians and Western Europeans or the British in work or communication styles?

Ukrainians tend to be very direct, pragmatic, and action-oriented. In business settings, they often prefer to “get right to the point”. By contrast, British professionals value more indirectness, politeness strategies, and small talk as a way of building rapport before addressing the main issue. Western Europeans, depending on the country, may balance somewhere between the two, but generally place more emphasis on structured processes and boundaries. 

For my Ukrainian learners, adjusting to these cultural differences is often just as important as mastering grammar or vocabulary. Understanding when to soften a message, how to frame disagreement diplomatically, or how much time to dedicate to relationship-building can make or break cross-cultural business communication.

4. You work a lot with pronunciation and mention that it seems not to be in demand among adult learners. Why do you think that is? How do you explain the value of improving pronunciation?

As Adrian Underhill put it, pronunciation is the Cinderella of language teaching. It has been neglected, and disconnected from other language learning activities. Many adult learners assume that as long as they “know the words”, pronunciation is secondary. And this is exactly what I frequently see with my business English learners: they have mastered their terminology, but quite often pronounce it poorly.

They may have studied English for years without explicit pronunciation training, so they underestimate its importance. Others are self-conscious and fear that focusing on sounds is “childish” or irrelevant to business. I explain that pronunciation is not about sounding “native” - it is about being clear, credible, and confident. In international business, unclear pronunciation can lead to misunderstandings, damaged trust, or even lost contracts. When learners see that improved pronunciation helps them deliver presentations smoothly, negotiate more persuasively, understand natives better, and feel more confidence in important meetings, they quickly recognise its value.

5. From your experience, how is language teaching different from language coaching?

Language teaching often focuses on delivering knowledge: grammar, vocabulary, skills. Coaching, on the other hand, starts with the learner’s goals and obstacles. It is less about “covering content” and more about facilitating change.

As a coach I might ask: “What is stopping you from speaking up in meetings?” and then help the learner find both linguistic and psychological strategies to overcome it. I had cases when my learner was not into small talk. Using coaching techniques, we had figured out that he/she was not into small talk in their L1. Understanding this helped them realise that the issue was not with their English language skills, but with their character, so the expectations and motivation changed.

Coaching also draws on neuroscience and psychology. I use coaching questions, reflection, and goal-setting techniques that help learners take ownership of their progress. This approach is effective with executives, who are used to self-directed growth and appreciate a process that mirrors leadership development.

6. Learners often compare an English lesson with a therapy session - how do you feel about it? Does it feel the same for you? Where do you get support when stressed or exhausted?

I often hear this comparison after my lessons, especially from high-level professionals. They enter lessons with heavy workloads, stress, or even war-related challenges in the Ukrainian context. Speaking in English with a trusted teacher becomes a safe space where they can process ideas, reflect, and gain confidence.

While I am not a therapist, I see the value in creating that supportive environment. For me, the overlap is in active listening, empathy, and asking the right questions. At the same time, I have clear professional boundaries. To stay balanced, I draw support from my professional community, conferences, and networks like IATEFL BESIG, where sharing experiences with colleagues keeps me motivated and prevents burnout.

7. You’ve been a volunteer for the BESIG’s media team. What exactly do you do and what has it been like for you? Would you recommend volunteering to other BESIG members?

I, along with the other volunteers of the BESIG media team, am responsible for posting on BESIG’s social media content related to BESIG online and offline events, conferences, Break room meetings, important announcements, etc. This has been a rewarding opportunity to connect with a global network, learn from colleagues, and contribute to the community. Volunteering has also strengthened my professional visibility and given me valuable teamwork experience in an international context. I would wholeheartedly recommend it to other members - it’s an excellent way to grow while giving back.

Interview by Viktoryia Zelianko. Edited by Shweta Paropkari.