Teaching English abroad presents unique opportunities and challenges, particularly for non-native speakers navigating different educational systems, cultural expectations, and professional landscapes. In this interview, four Brazilian teachers—Almencina, Eduardo, Jeff, and Leandra—share their English teaching experiences in Portugal, Colombia, and the UK.
They discuss what motivated their move, how they entered the job market, and the professional and cultural challenges they have faced along the way.
Their stories highlight the realities of building a career in ELT abroad, from overcoming hiring biases and impostor syndrome to leveraging their backgrounds to foster inclusive, engaging learning environments. They also offer valuable insights into the skills and qualifications needed to succeed as an English teacher in an international context.
TROIKA: Tell us a bit about your teaching context. Where are you based, and what kind of institution do you work for? What motivated you to move to this country?
- ALMENCINA VASCONCELOS: At the moment I work independently as an online private teacher. I’ve been living in Portugal for the past 6 years. My decision to move was driven by the desire to live with my family in a place where I don’t need to worry about violence. Also, Portugal is a convenient base that allows us to explore the world through our travels.
- EDUARDO SANTOS: I am based in Bogotá, Colombia, and currently work for the British Council as a full-time English teacher. I moved here at the end of 2021 to improve my Spanish, but I fell in love with the country and decided to stay. After living in Colombia for two years with the Mercosur visa, Brazilians become eligible for permanent residency.
- JEFFERSON PEREIRA: I’m based in Lisbon, Portugal, where I teach English Language and Literature and Theory of Knowledge to secondary students at an international school. I also serve as the chair of the Diversity and Inclusion Committee. My move to Lisbon was largely driven by my interest in the Culture and Communication Master’s program at Universidade de Lisboa, where I studied Multiculturalism, and Sociocultural Trends Research. I wanted to refine my research skills, explore different methodologies, and contribute more effectively to D&I initiatives in education.
- LEANDRA MEDDINGS: I’m based in London, and for the past 3 years I’ve been working at a Private Language Institute in Wimbledon.
London had never been a dream destination for me. Having lived in the United States before, I’d always caught myself thinking about going back there. However, I fell in love with a Londoner and due to family reasons we agreed it would be more sensible if I moved to London.
T: How did you start teaching in this country? What was the process to enter the job market like?
- AV: Before moving to Portugal, I had often heard about the difficulties of finding a job here. However, I later discovered that this is not entirely true. While jobs are available, the salaries often fall short of expectations, which is the reality for many professionals here. Initially, I got a contract with an outsourcing company that hired teachers for various subjects, such as music, arts, and languages, to teach children after school hours. It was very challenging due to my lack of experience in teaching in schools. Besides that, the pay was low and the schools I taught were far from where I lived. Then I decided to switch gradually to what I do best, teaching adults privately. The problem was I didn’t know anybody, so I contacted my former students in Brazil and spread the word in all WhatsApp groups I had. Got a handful of students. Little by little my students started to recommend my classes and now I am living the best moment in my career teaching on my own terms. I have students in many different countries and feel like expanding into group classes and more niched courses. I guess that living abroad has helped me thrive as people find it interesting, as a result, I’ve never been as successful as I am now.
- ES: When I first arrived in Bogotá, I was working as a freelance teacher for an online school. After deciding to stay longer, I updated my LinkedIn location to Bogotá, and an IT company contacted me, offering me my first job. At that time, I had the Mercosur visa, which allows you to stay for up to two years. The whole process was very straightforward.
- JP: I started by teaching English as a Second Language and exam preparation courses, which led to examiner roles, and was great for networking and opening doors. The job market in Portugal for ESL is similar to Brazil in some ways, as there are a few language school chains. However, I had to learn to navigate differences in labor laws and working conditions in general, as well as variations in school and teaching resources, which differ significantly from what I was used to in São Paulo.
- LM: I hadn’t been a full time teacher for over 8 years when I decided to apply for jobs here. In all fairness, I’d been quite skeptical about the possibility of a non-native speaker being a teacher in an English-speaking country.
But a friend of mine convinced me otherwise, and I applied for jobs as a teacher. I looked for jobs on Linkedin and on a website called TEFL.com.
The process was quite straightforward; you fill in a form, add your CV and write a covering letter that can be accessed by the subscriber schools. The process varies from school to school. In a nutshell, I was invited for an interview, which was quite lengthy and detailed, then observed some lessons and started teaching the next week. It was clear to me that it was a probationary period, but things went well and I was offered a fixed-term contract followed by a permanent contract.
T: As a Brazilian teaching English abroad, what challenges have you faced — professionally and culturally?
- AV: I have heard remarks such as “we don’t like Brazilians” from 8-year-old students, and other obnoxious comments from a teacher when I worked in schools. Additionally, over the past six years, I have had only two Portuguese students. I suspect they may not see me as a reference for teaching them English.
- ES: Before moving to Colombia in 2021, I worked as an English teacher in China for five years, from 2015 to 2020. I definitely faced more professional and cultural challenges while living in China. Although Colombia has cultural differences compared to Brazil, in many ways, the two countries are quite similar. The language barrier was a major challenge in China, and cultural habits were also a big shock at first. In Asia, the expat community plays an important role in adapting to the country and making friends. In contrast, Colombia’s Latin vibe makes it easier to integrate and feel at home.
- JP: Some challenges are universal for non-native English teachers, but in Europe, native speakerism may be particularly prevalent. Regardless of my background and teaching experience, I did encounter hiring biases when starting my experience working abroad.
One of the biggest challenges I face is teaching in a truly multicultural classroom. In a class of around 18 students, I may have 11-12 different nationalities, which makes fostering cultural awareness crucial. The challenge lies in helping adolescents recognize, respect, and appreciate differences while ensuring that they feel heard, valued, and respected. However, when it comes to building rapport with students, colleagues, and the learning community in general, the Brazilian warmth is a real advantage. It helps me establish strong connections and create a positive, open atmosphere - LM: Both aspects are certainly rather challenging. Professionally, I still have to fight niggling impostor syndrome. Not speaking English as a first language takes its toll on my confidence from time to time, but the school has never made me feel unworthy or less able to teach across the levels. With regard to the educational social etiquette, the relationship with students is handled more strictly and we are advised not to be too close to the students, which can be quite challenging for a teacher who has spent their career being close to their students. However, I believe I’ve found a compromise between my Latino teaching persona and my international one.
T: What qualifications and skills do you recommend for an English teacher who wants to work abroad?
- AV: For the schools they requested my university diploma. I also mentioned that I had the Cambridge proficiency but I don’t think it made much difference for that position. I didn’t validate my diploma here because I didn’t intend to keep on working for schools, but I suppose in that case it’s required.
- ES: To work as an English teacher at language institutes in Colombia, you need international qualifications like the CELTA or a TEFL certificate. International schools also require a bachelor’s degree in English teaching and previous experience. Additionally, you must have a valid visa, preferably a permanent resident visa. Aside from the language, I would say Colombia is very similar to Brazil, with all the pros and cons we already know. And, as in most countries, a smile goes a long way here.
- JP: It depends on whether the goal is to teach ELA, ESL, or Language and Lit. For ESL/ELA positions, a PGCE (Postgraduate Certificate in Education) is widely recognized and can create great opportunities. The CELTA and DELTA certifications are also valuable options and can open doors internationally.
If you’re looking to enter the international school market, it’s crucial to research the specific needs of schools, especially those in multilingual or bilingual settings. Having worked in bilingual or international schools in Brazil is a significant asset. - LM: It goes without saying that having the CELTA or Trinity CertTESOL are essential qualifications to work for an accredited language school in the UK, but having a diploma (DELTA or DipTESOL) will certainly make you stand out among the other applicants. I wouldn’t have been given a permanent contract without having a diploma.
I’d also recommend candidates exposing themselves to teaching different levels and groups, including exam preparatory courses.
In addition, having a multicultural mindset is imperative. Only this will give you the flexibility to adapt and respond to all the challenges that come with working in another country.
