Shady R. Abuyusuf

As a Proposal Reviewer for the TESOL International Convention & English Expo, responsibilities included evaluating and providing feedback on submitted presentation proposals for one of the most prestigious global events in the field of English Language Teaching (ELT). This role required a deep understanding of current trends, research, and best practices in TESOL to ensure that selected sessions contributed meaningfully to the professional development of educators worldwide.

The review process involved assessing proposals based on criteria such as relevance, originality, methodological soundness, and practical implications for English language teaching. Constructive feedback was provided to applicants, helping refine their submissions to meet the high standards of the convention.

This role played a crucial part in shaping the academic and professional discourse at the TESOL International Convention by ensuring that the presented sessions were innovative, research-informed, and impactful for language educators and researchers globally. It also provided valuable insights into emerging ELT methodologies and pedagogical advancements, contributing to the continuous improvement of teacher education and professional development within the TESOL community.

As a Computer-Based Placement Test Designer for the Canadian International College (CIC) in New Cairo, responsibilities included developing a comprehensive and reliable assessment tool to evaluate students’ English language proficiency. This role required expertise in language assessment, test design, and educational technology to create a placement test that accurately determined students’ linguistic competencies and assigned them to appropriate proficiency levels.

The test was designed to assess key language skills, including reading, writing, listening, and grammar, ensuring a balanced evaluation of students’ abilities. Advanced question formats, including multiple-choice, fill-in-the-blank, and interactive components, were integrated to enhance the validity and reliability of the assessment.

Collaboration with academic staff and administrators ensured that the placement test aligned with the institution’s curriculum and learning objectives. Additionally, efforts were made to incorporate adaptive testing elements, allowing for a more personalized assessment experience based on students’ responses.

In the role of TEFL & Diploma in TESOL Main Course Tutor for London Teacher Training College in Egypt, responsibilities included delivering internationally accredited teacher training programs to aspiring and experienced educators. This position involved guiding trainees through comprehensive TEFL and TESOL courses, ensuring they developed a strong theoretical foundation alongside practical teaching skills.

A key aspect of the role was conducting interactive training sessions that covered essential areas such as lesson planning, classroom management, language awareness, and teaching methodologies. Special emphasis was placed on equipping trainees with the ability to teach English effectively in various contexts, including general English, business English, and exam preparation courses.

Assessment and feedback played a crucial role in the training process, ensuring that participants met the rigorous standards required for certification. Additionally, support was provided to trainees in developing their teaching portfolios and reflective practice, fostering a culture of continuous professional development.

Collaboration with London Teacher Training College ensured that course content remained up-to-date and aligned with global ELT best practices. This role contributed significantly to the professional growth of English language teachers in Egypt, helping them secure recognized qualifications and advance in their teaching careers.

Shady R. Abuyusuf is an accomplished CELTA Tutor certified by Cambridge University, with extensive expertise in English Language Teaching (ELT), teacher training, and educational leadership. He holds an MA in TESOL & Applied Linguistics from the University of Leicester, a Cambridge DELTA in ELT Management, and additional qualifications from prestigious institutions including the American University in Cairo. Shady has substantial experience in academic management and teacher training, currently serving as Academic Manager at Britishey Training Centre and previously as Head of Teacher Training at Future University in Egypt. He has successfully trained educators across diverse contexts, including the London Teacher Training College and Ain Shams University. Shady is recognised for delivering impactful workshops internationally, notably at TESOL Arabia, Nile TESOL, and the International Language Symposium. His professional focus includes course design, technology integration in language teaching, and advanced methodologies in ELT.

As Head of Teacher Training & Adults Programme at Future University in Egypt, responsibilities included overseeing the professional development of English language teachers and managing the adult education programs. This role involved designing and delivering high-quality teacher training initiatives, ensuring alignment with international ELT standards, and fostering an environment of continuous professional growth.

A key aspect of the position was leading the CELTA program as a Main Course Tutor, providing expert guidance to trainee teachers and equipping them with the methodologies and practical skills necessary for effective language instruction. Additionally, teacher development workshops and customized training sessions were designed to enhance pedagogical techniques, classroom management strategies, and language proficiency among educators.

Curriculum development and assessment were integral to the role, ensuring that training materials met the evolving demands of English language education. Collaboration with academic departments and external stakeholders helped in strengthening the university’s teacher training programs, making them more accessible and impactful.

Beyond training responsibilities, contributions were made to shaping institutional policies related to ELT, mentoring teaching staff, and implementing innovative teaching methodologies to improve learning outcomes. This leadership role played a crucial part in elevating the quality of English language instruction at the university and enhancing the professional growth of educators.

As a TEFL Tutor at the Centre for Developing English Language Teaching (CDELT), Ain Shams University, responsibilities included delivering high-quality teacher training programs to aspiring and in-service English language educators. This role focused on equipping trainees with the essential pedagogical knowledge, practical teaching skills, and modern methodologies required for effective English language instruction.

Training sessions covered key areas such as lesson planning, classroom management, language awareness, and communicative teaching techniques. Emphasis was placed on interactive learning strategies, fostering student engagement, and integrating technology into the language classroom.

In addition to conducting workshops and training sessions, assessment and feedback were integral aspects of the role. Trainees received constructive evaluations on their lesson planning, teaching demonstrations, and reflective practice, ensuring they met the professional standards required for TEFL certification.

Collaboration with CDELT faculty and participation in academic discussions helped align the training programs with global ELT trends and research. This role contributed to the professional development of English language teachers in Egypt, enhancing their instructional effectiveness and career advancement opportunities.

As an ESL Instructor at the Hungarian Cultural Centre, responsibilities included delivering English language courses to diverse groups of learners, focusing on developing their communication skills, linguistic accuracy, and cultural competence. The role involved designing and implementing engaging lesson plans tailored to the needs of students from different backgrounds, ensuring a learner-centered approach to language acquisition.

A key aspect of the position was fostering an interactive and immersive learning environment, incorporating task-based learning, communicative activities, and authentic materials to enhance students’ proficiency in listening, speaking, reading, and writing. Special emphasis was placed on helping learners build confidence in using English for academic, professional, and social purposes.

Assessment and feedback played a crucial role in tracking student progress, with formative and summative evaluations used to measure linguistic development. Additionally, individualized support was provided to address specific language challenges and learning goals.

Collaboration with the cultural centre’s administration and participation in language-related events contributed to the institution’s mission of promoting cross-cultural understanding through language education. This role provided valuable teaching experience in a multicultural setting, enriching students’ language learning journey and supporting their academic and professional aspirations.

As an ESP (English for Specific Purposes) Instructor at Enppi Centre for Engineering Development, responsibilities included designing and delivering specialized English language courses tailored to the needs of engineering professionals. The role focused on enhancing participants’ proficiency in technical and business communication, equipping them with the language skills necessary for professional success in engineering and related industries.

Course content was customized to address industry-specific terminology, report writing, technical documentation, workplace communication, and presentation skills. Emphasis was placed on practical applications, ensuring that engineers and technical staff could effectively engage in meetings, negotiations, and correspondence within an English-speaking professional environment.

A key component of the role was integrating real-world scenarios and case studies into training sessions, allowing learners to practice language use in context. Interactive teaching methodologies, including task-based learning and role-playing exercises, were employed to promote active engagement and retention.

Assessment and feedback mechanisms were implemented to track learner progress, with targeted support provided to address individual linguistic challenges. Collaboration with Enppi’s training department helped align the ESP program with the organization’s professional development goals, ensuring that participants gained the necessary language competencies to excel in their roles.

This position contributed to bridging the gap between language proficiency and technical expertise, empowering engineering professionals to communicate more effectively in international and cross-functional work settings.

As the Academic Manager at the European Centre for Training & Computers, responsibilities included overseeing the development and implementation of English language and professional training programs. This role involved managing curriculum design, instructor recruitment and training, quality assurance, and the overall academic strategy to ensure the highest standards of education and training delivery.

A key aspect of the position was designing and supervising English language courses, business communication programs, and specialized training modules tailored to meet the needs of diverse learners, including professionals and corporate clients. Course development was guided by best practices in language instruction and adult learning methodologies, ensuring a practical and engaging learning experience.

Leadership responsibilities included mentoring and evaluating teaching staff, conducting professional development workshops, and implementing strategies for continuous improvement in teaching quality and learner outcomes. Regular assessments and feedback mechanisms were established to track student progress and refine instructional approaches accordingly.

Additionally, collaboration with industry partners and stakeholders played a crucial role in aligning training programs with market demands. The integration of technology-enhanced learning solutions, including computer-based training tools, contributed to a more dynamic and interactive educational environment.

This role was instrumental in strengthening the centre’s reputation as a provider of high-quality language and professional training, fostering academic excellence, and ensuring that learners acquired the skills necessary for career advancement and success in their respective fields.

As a Senior English Language Instructor at the American Language Centre in Damietta, responsibilities included delivering high-quality English language instruction to students of various proficiency levels, with a focus on developing their communication skills, language accuracy, and fluency.

The role involved designing and implementing engaging lesson plans tailored to the needs of learners, incorporating interactive methodologies such as task-based learning, communicative language teaching, and student-centered activities. Emphasis was placed on fostering a dynamic classroom environment that encouraged active participation and confidence in using English for academic, professional, and social purposes.

Assessment and feedback played a critical role in tracking student progress, with regular evaluations conducted to measure language development and provide targeted support where needed. Customized learning strategies were employed to address individual strengths and areas for improvement, ensuring a personalized approach to language acquisition.

Additionally, mentoring less experienced instructors and contributing to curriculum enhancement initiatives helped maintain the centre’s high educational standards. The role also involved integrating technology into lessons, utilizing digital tools and multimedia resources to enrich the learning experience.

This position contributed significantly to the development of students’ English language proficiency, preparing them for academic and professional success while reinforcing the American Language Centre’s commitment to excellence in language education.

As an ESP (English for Specific Purposes) and TOEFL PBT Instructor at Damietta University, responsibilities included delivering specialized English language instruction to students in scientific disciplines while also preparing them for the TOEFL Paper-Based Test (PBT). The role focused on equipping learners with the linguistic skills required for academic success in science-related fields and for achieving high scores on the TOEFL exam, a critical requirement for international study and professional advancement.

In the ESP component, instruction covered scientific vocabulary, technical writing, research paper composition, and oral communication skills. Students were trained in reading comprehension of scientific texts, listening to lectures, note-taking strategies, and writing structured academic reports. Task-based learning, case studies, and interactive discussions were integrated into lessons to ensure that students could apply English effectively in their academic and professional contexts.

As a TOEFL PBT Instructor, the role involved guiding students through the test’s structure, including listening comprehension, structure and written expression, and reading comprehension. Test-taking strategies, time management skills, and extensive practice with mock exams were incorporated to enhance students’ performance and confidence.

Assessment and feedback were essential aspects of the role, with continuous monitoring of student progress in both scientific English proficiency and TOEFL readiness. Collaboration with faculty members helped align ESP course content with the academic needs of science programs, while TOEFL preparation sessions were tailored to meet the specific language challenges faced by students.

This dual role significantly contributed to the academic and professional development of students, ensuring they possessed the English language skills necessary for scientific research, international communication, and further educational opportunities abroad.

As the Head of the English Department at Horizon Training Centre in Damietta, responsibilities included overseeing the development and implementation of English language programs, managing instructional staff, and ensuring the delivery of high-quality language training. This leadership role required curriculum design, teacher mentoring, and administrative oversight to maintain the centre’s academic excellence and reputation in English language education.

A key aspect of the position was designing and refining English language courses tailored to diverse learner needs, including General English, Business English, and exam preparation programs such as TOEFL and IELTS. Course content was developed to align with international language standards, incorporating modern teaching methodologies and innovative learning strategies.

Managing and mentoring a team of instructors was a critical responsibility, providing professional development workshops, conducting performance evaluations, and ensuring adherence to best practices in language teaching. Regular training sessions were conducted to enhance instructors’ pedagogical skills and familiarity with new educational technologies.

Student assessment and progress tracking were integral to the role, with structured evaluation systems implemented to monitor learners’ language development and provide targeted support. Additionally, collaboration with administrative staff and external partners helped expand the centre’s reach, improve program offerings, and maintain strong student engagement.

This role played a vital part in strengthening the English department’s effectiveness, elevating the quality of instruction, and ensuring that students received comprehensive and engaging language education tailored to their personal and professional goals.

As an ESL Instructor at Axon Educational Network, the primary responsibility was delivering conversational English classes designed to enhance students’ speaking fluency, pronunciation, and confidence in real-world communication. The role focused on creating an immersive, interactive learning environment where students could practice and develop their spoken English skills in a supportive and engaging setting.

Lessons were structured around practical conversation topics, everyday communication scenarios, and role-playing activities that encouraged natural language use. Emphasis was placed on improving pronunciation, intonation, and listening comprehension through dynamic discussions, debates, and group interactions.

A communicative approach was employed to ensure that learners actively participated in conversations rather than passively receiving language instruction. Error correction and feedback were provided in a constructive manner, allowing students to refine their spoken accuracy while maintaining fluency.

By fostering a relaxed and student-centered learning atmosphere, this role contributed to building learners’ confidence and ability to communicate effectively in both social and professional settings.

As a Freelance English Tutor, the primary responsibility was providing private lessons to Thanawya Amma students, preparing them for their national secondary school exams in Egypt. The role focused on delivering personalized instruction tailored to students’ individual needs, helping them develop the language skills necessary to succeed in their English exams.

Lessons covered key areas such as reading comprehension, grammar, writing, and translation, ensuring that students mastered exam-specific skills and strategies. Special emphasis was placed on past paper analysis, time management techniques, and structured writing approaches to enhance their performance in essay and language structure sections.

A student-centered teaching approach was employed, adapting lesson plans to match each learner’s strengths and areas for improvement. Regular assessments and feedback were provided to track progress, reinforce learning, and build students’ confidence in using English effectively.

By offering targeted support and exam-focused instruction, this role played a crucial part in helping students achieve higher scores, improve their academic performance, and enhance their overall English proficiency for future academic and career opportunities.

As an ESL Instructor at Almaaly Althanwya School in Damietta, the primary responsibility was teaching English to secondary school students, focusing on developing their language proficiency and preparing them for academic success. The role involved delivering structured lessons that enhanced students’ reading, writing, listening, and speaking skills while aligning with the national curriculum requirements.

A communicative and interactive teaching approach was employed to engage students in meaningful language practice, incorporating discussions, role-plays, and problem-solving activities to improve fluency and comprehension. Grammar instruction, vocabulary development, and exam preparation strategies were also key components of the lessons, ensuring that students built a solid foundation in English.

Assessment and feedback played a crucial role in tracking student progress, with regular quizzes, assignments, and mock exams designed to evaluate learning outcomes. Special attention was given to students’ writing and critical thinking skills, helping them improve their ability to construct well-structured essays and express their ideas effectively.

By fostering a supportive and motivating learning environment, this role contributed to enhancing students’ confidence in using English both inside and outside the classroom, preparing them for higher education and future career opportunities.

As an ESL Instructor at the International Language Centre, the primary responsibility was delivering General English courses to learners of various proficiency levels, focusing on enhancing their communication skills in listening, speaking, reading, and writing. The role involved designing and implementing engaging lesson plans that catered to the linguistic needs of students, ensuring a well-rounded language learning experience.

A communicative and interactive teaching approach was employed, integrating real-life scenarios, dialogues, and task-based activities to improve fluency and accuracy. Lessons covered essential grammar structures, vocabulary expansion, pronunciation practice, and conversation skills, helping students develop confidence in using English in everyday situations.

Assessment and feedback were key components of the role, with regular evaluations used to monitor student progress and provide personalized support. A learner-centered methodology ensured that classes were adapted to students’ needs and goals, fostering a motivating and supportive learning environment.

By focusing on practical language application and interactive engagement, this role contributed to students’ overall English proficiency, enabling them to communicate more effectively in both social and professional contexts