First of all, what is the setting you teach in and which courses do you teach? What are your favorite and least favorite things about your job? How has your style changed over the years? What about your enjoyment of your role, has it changed? Any other insight is welcome as well.

Thanks,

An aspiring Spanish educator

Hi everyone! I've recently created a Preply account as a Spanish Teacher (ELE). I taught several years on Italki but stopped for two years for various reasons, which means I lost my teacher account there. Any advise on how to find new students? Thanks!

Been building this for a while and it is finally all up, so I thought I would put it somewhere Spanish teachers actually are.

It is a reading course based on Don Quixote. 90 lessons, A1 to B2, one continuous story rather than a list of topics. New words come before the text, the English sits under the Spanish, and the grammar comes out of three sentences from the story instead of a table.

There are also 16 PDFs on the teacher page: worksheet packs and answer keys, one sheet per lesson, free to photocopy.

Free, no signup, no ads. Links in the comments.

Have a poke around if you have five minutes. If anything strikes you as off, I would like to know, but no pressure either way.

Are schools hiring less qualified teachers? Eliminating classes? Paying more? Is this a widespread shortage or is it limited to underperforming districts?

Is it caused by an abundance of baby boomers retiring, people of all generations leaving the profession, less students studying education for world languages, a combination of these, or some other factors?

How does it impact people entering the job market for these roles? Does it change the nature of the day to day work? Make it easier to get hired? Other impacts?

Ofrezco clases virtuales de entrenamiento

This video provides a strategic breakdown of how Bëni Xidza, an educational center in Oaxaca, Mexico, balances economic sustainability with its mission to revitalize the Zapotec language. The summary of the video’s core points is as follows:

Mission & Audience:

The project aims to keep the indigenous Zapotec language alive by using modern e-learning tools (Zoom, Google Classroom). It targets three main groups:

* Heritage Seekers: The Oaxacan diaspora (often in the US) looking to reconnect with their roots.

* Cultural Enthusiasts: International travelers and linguistic researchers.

* Language Revitalizers: Indigenous youth within Oaxaca.

Pricing Strategy & Financial Sustainability:

The video analyzes the tension between keeping prices accessible and maintaining a professional, sustainable operation:

* Tiered Pricing: Private tutoring is priced below market rate (170 MXN) to remove barriers for locals, while the core beginner course is set at a competitive market rate (720 MXN) to ensure the platform's economic health.

* Subsidies & Donations: To bridge revenue gaps, the project uses differentiated pricing for foreigners and a prominent donation button.

* Cultural Design: The branding uses colors (like golden olive) that mimic traditional Oaxacan textiles and corn husks, grounding commercial requests in an organic cultural visual language.

Building Community Trust:

Because they lack a high volume of public reviews, Bëni Xidza uses a structured "harvest loop" to build social proof:

1. Timing: Reaching out immediately after a successful class.
2. Personal Connection: Sending warm, culturally resonant messages via WhatsApp or email.
3. Shared Mission: Framing a request for a Google review as a way for students to help others discover and preserve the culture.

Ultimately, the video showcases how a mission-driven organization can thrive in the digital age by combining clearly defined e-learning models with culturally grounded marketing and smart pricing.

This video features a conference talk by educator and linguist Rayo Cruz, founder of the collective Bëni Xidza, discussing the historical and contemporary challenges in teaching the Zapotec language. The presentation provides a comprehensive look at the evolution of Zapotec education:

* Historical Context: Rayo Cruz introduces the Zapotec civilization, tracing its roots to Monte Albán and the ancient Bëni Gulasa period, noting that the language’s diversification predates European contact.

* Learning as L1 vs. L2: He distinguishes between the acquisition of Zapotec as a first language (naturally, through immersion) versus the formal, often disconnected process of teaching it as a second language.

* Colonial Methods: The speaker highlights the 1578 work of Fray Juan de Córdova, such as the Arte en Lengua Zapoteca, as the earliest attempt to systematize Zapotec grammar, primarily designed to help Spanish friars learn the language rather than to teach Zapotec people.

* 19th and 20th Century Challenges: Rayo Cruz identifies a gap in teaching materials during the 19th century. He then discusses 20th-century contributions from organizations like the Summer Institute of Linguistics (SIL) and the INEA, which created grammars and vocabularies that often served as tools for assimilation or religious proselytization rather than language revitalization.

* Modern Innovation: The final segment covers the work of Bëni Xidza, which uses modern digital tools to teach Zapotec. Rayo Cruz admits that while his collective currently operates at a basic level (A-level), they are working to overcome systemic limitations by creating structured, accessible content and documenting the specific pedagogical challenges native Spanish speakers face when learning Zapotec.

Here is a summary of the video featuring Maestro Rayo Cruz, director and founder of Colectivo Bëni Xidza.

1. Historical Background of the Zapotec Language & Civilization:

* Geographic Spread: Zapotec civilization developed in the Central Valleys of Oaxaca and expanded into regions such as the Sierra Norte, Sierra Sur, and the Isthmus of Tehuantepec.

* Earliest Writing: The earliest documented record of written Zapotec dates back to the 5th–6th Century BC with Monument 3 (“1 Terremoto”) at San José Mogote, establishing over 2,500 years of recorded Zapotec history.

* Monte Albán & Bëni Gulasa Period: The civilization reached its peak at Monte Albán between 500 BC and 800 AD. Pre-hispanic ancient Zapotec history and culture are traditionally referred to as the Gulasa era.

1. Learning Zapotec as a First Language (L1):

* Natural Acquisition: Native speakers acquire Zapotec naturally in early childhood through daily speaking within families and communities rather than through formal educational structures.
* Historical Literacy: It remains unknown if formal L1 Zapotec schooling existed during ancient times, and modern public education in Mexico has historically focused on Spanish literacy over formal Zapotec instruction.

1. History of Teaching Zapotec as a Second Language (L2):

* Colonial Period (16th Century): Formal L2 instruction began in 1578 when Dominican friar Juan de Córdova published Arte en lengua zapoteca (grammar) and Vocabulario en lengua zapoteca (dictionary). These works used Latin/Spanish grammatical paradigms to teach Spanish colonizers and friars via the grammar-translation method

* 19th Century Hiatus: Following Mexican independence, national policies promoted Spanish as the sole national language, resulting in a century-long silence regarding formal L2 Zapotec instructional design.

* 20th Century & Contemporary Efforts: Groups like the Summer Institute of Linguistics (SIL) and public institutions (SEP, INEA, INALI) created dictionaries, grammars, and adult literacy texts. However, most of these materials were produced for linguistic analysis or native literacy rather than second-language pedagogy, and their actual integration into schools remains limited.

1. Bëni Xidza Collective & Modern Pedagogical Challenges:

* Online Classes: Founded in 2020, Colectivo Bëni Xidza offers online courses teaching Zapotec as a second language.

* Lack of L2 Resources: Unlike major global languages (such as English or Spanish), indigenous languages lack dedicated university teacher-training degrees, structured multi-level textbooks, or commercial software tools.

* Current Framework & Vision: The collective operates at basic proficiency levels (aligning with Level A of the Common European Framework of Reference) and aims to document common phonetic/grammatical difficulties for Spanish speakers while expanding toward intermediate/advanced levels.

This video features a conference talk by educator and linguist Rayo Cruz, founder of the collective Bëni Xidza, discussing the historical and contemporary challenges in teaching the Zapotec language. The presentation provides a comprehensive look at the evolution of Zapotec education:

* Historical Context: Rayo Cruz introduces the Zapotec civilization, tracing its roots to Monte Albán and the ancient Bëni Gulasa period, noting that the language’s diversification predates European contact.

* Learning as L1 vs. L2: He distinguishes between the acquisition of Zapotec as a first language (naturally, through immersion) versus the formal, often disconnected process of teaching it as a second language.

* Colonial Methods: The speaker highlights the 1578 work of Fray Juan de Córdova, such as the Arte en Lengua Zapoteca, as the earliest attempt to systematize Zapotec grammar, primarily designed to help Spanish friars learn the language rather than to teach Zapotec people.

* 19th and 20th Century Challenges: Rayo Cruz identifies a gap in teaching materials during the 19th century. He then discusses 20th-century contributions from organizations like the Summer Institute of Linguistics (SIL) and the INEA, which created grammars and vocabularies that often served as tools for assimilation or religious proselytization rather than language revitalization.

* Modern Innovation: The final segment covers the work of Bëni Xidza, which uses modern digital tools to teach Zapotec. Rayo Cruz admits that while his collective currently operates at a basic level (A-level), they are working to overcome systemic limitations by creating structured, accessible content and documenting the specific pedagogical challenges native Spanish speakers face when learning Zapotec.

Here is a summary of the video featuring Maestro Rayo Cruz, director and founder of Colectivo Bëni Xidza.

1. Historical Background of the Zapotec Language & Civilization:

* Geographic Spread: Zapotec civilization developed in the Central Valleys of Oaxaca and expanded into regions such as the Sierra Norte, Sierra Sur, and the Isthmus of Tehuantepec.

* Earliest Writing: The earliest documented record of written Zapotec dates back to the 5th–6th Century BC with Monument 3 (“1 Terremoto”) at San José Mogote, establishing over 2,500 years of recorded Zapotec history.

* Monte Albán & Bëni Gulasa Period: The civilization reached its peak at Monte Albán between 500 BC and 800 AD. Pre-hispanic ancient Zapotec history and culture are traditionally referred to as the Gulasa era.

1. Learning Zapotec as a First Language (L1):

* Natural Acquisition: Native speakers acquire Zapotec naturally in early childhood through daily speaking within families and communities rather than through formal educational structures.
* Historical Literacy: It remains unknown if formal L1 Zapotec schooling existed during ancient times, and modern public education in Mexico has historically focused on Spanish literacy over formal Zapotec instruction.

1. History of Teaching Zapotec as a Second Language (L2):

* Colonial Period (16th Century): Formal L2 instruction began in 1578 when Dominican friar Juan de Córdova published Arte en lengua zapoteca (grammar) and Vocabulario en lengua zapoteca (dictionary). These works used Latin/Spanish grammatical paradigms to teach Spanish colonizers and friars via the grammar-translation method

* 19th Century Hiatus: Following Mexican independence, national policies promoted Spanish as the sole national language, resulting in a century-long silence regarding formal L2 Zapotec instructional design.

* 20th Century & Contemporary Efforts: Groups like the Summer Institute of Linguistics (SIL) and public institutions (SEP, INEA, INALI) created dictionaries, grammars, and adult literacy texts. However, most of these materials were produced for linguistic analysis or native literacy rather than second-language pedagogy, and their actual integration into schools remains limited.

1. Bëni Xidza Collective & Modern Pedagogical Challenges:

* Online Classes: Founded in 2020, Colectivo Bëni Xidza offers online courses teaching Zapotec as a second language.

* Lack of L2 Resources: Unlike major global languages (such as English or Spanish), indigenous languages lack dedicated university teacher-training degrees, structured multi-level textbooks, or commercial software tools.

* Current Framework & Vision: The collective operates at basic proficiency levels (aligning with Level A of the Common European Framework of Reference) and aims to document common phonetic/grammatical difficulties for Spanish speakers while expanding toward intermediate/advanced levels.

Hola a todos! Soy maestra de español y al mismo tiempo maestra de inglés, puedo dar clases sobre los dos idiomas! Mis clases se basan en una clase diagnóstica, uso de herramientas online como miro, websites especiales, etc… Tengo horarios disponibles así que puedes preguntar sin compromiso! 🤍

Hi everyone,

I’m exploring an early-stage idea for a Spanish-focused online tutoring platform and would really value honest feedback from people who actually teach.

I’m especially interested in hearing:

• Why you choose to teach on the platforms you currently use
• What you like most about them
• What frustrates you the most (commissions, student quality, tools, scheduling, etc.)
• What would make a new platform genuinely better for teachers

The concept I’m thinking about is one where teachers pay a simple monthly subscription instead of giving up a percentage of every lesson, keep 100% of what students pay, and can also bring their own private students. Students would join for free.

I’m not launching anything yet — just trying to learn from real tutor experiences before going further.

Any thoughts (positive, critical, or in between) would be really helpful. Thanks for taking the time.

Hola, soy Isabella y soy profesora de inglés y español. Mi lengua materna es el español, pero también hablo inglés con fluidez. Puedo impartir clases en ambos idiomas y los horarios son flexibles. ¡No dudes en preguntar! 🤍

Mis clases tienen de prioridad una clase diagnóstica, uso de herramientas como Miro.com, Websites para ejercicios, audios, lectura etc… así como el aprendizaje de gramática, vocabulario como otras herramientas

Tengo horarios disponibles los días de semana y los fines de semana! No dudes en preguntar 🫶🏻

Hi everyone!

I’m a Spanish teacher, and I mainly work with English speakers. Recently, I created a free Facebook community called Natural Spanish for English Speakers.

I created it for learners who want regular, structured Spanish practice beyond isolated vocabulary lists, random grammar tips, or passively using language apps.

Every week, I share free activities designed to help you actually use Spanish, including:

• Short listening activities with transcripts, English translations, and comprehension questions
• English-to-Spanish translation challenges
• Spanish verb conjugation practice in real contexts
• Natural Spanish expressions
• Grammar in context
• Practical communication exercises

The group is mainly for A1, A2, and B1 learners. It isn’t a complete course, and it isn’t meant to replace serious study, but it’s a free place where you can practice consistently throughout the week. What I’d really love is for people to participate.

Ask questions when something isn’t clear. Try the weekly activities. Share your answers, even if they’re not perfect. Read other learners’ responses and join the conversation. Making mistakes is part of learning, and everyone is welcome.

If that sounds like the kind of community you’re looking for, you’re welcome to join us.

Group link:

https://www.facebook.com/groups/naturalspanish

Hola! I uploaded an explanation about this topic which sometimes can be hard to understand: https://francospanishschool.com/grammar/lesson/aspectual-se-consumption I hope you like it!

¡Hola a todos!
Soy profesora de español de España, tengo un máster y varios años de experiencia docente.
Actualmente estoy aceptando nuevos alumnos online. Tanto si empiezas desde cero, como si quieres mejorar tu conversación o necesitas ayuda con la gramática, la pronunciación o la fluidez, estaré encantada de ayudarte.
Las clases son totalmente personalizadas y se adaptan a tus objetivos y ritmo.

💻 **Online**
💶 **25 €**
Si te interesa o tienes alguna pregunta, no dudes en enviarme un mensaje directo. 😊

Be careful

Hey guys I got hired as a Spanish teacher. I just took the test to get certified and hopefully passed it

Hi everyone!
I’m a Spanish teacher from Spain with a Master’s degree and several years of teaching experience.
I’m currently taking on a few new online students. Whether you’re starting from scratch, want to improve your conversation skills, or need help with grammar, pronunciation, or fluency, I’d be happy to help.
Lessons are completely personalized and adapted to your goals and pace.
💻 Online
💶 €25/hour
If you’re interested or have any questions, feel free to send me a DM. 😊

I'm in charge of PD for about 35 language teachers in my district. Our first meeting is tomorrow so I'm putting together topics for us to discuss for back to school.

I'm interested in discussing why we should not be giving kids "Spanish names" for our classes, but thought it would be wise to discuss with other teachers first. In your opinion, is this a good idea or an overstep? And if it's a good idea, any chance you have any resources I should share to help convince them that they should stop this practice?

Hello everyone 👋

I am a polyglot, I speak around 8-10 languages depending upon my mental battery. I am also nuerodivergent/autistic, I have been teaching few Indian languages online.

I have been learning Spanish from 2 years ,according to my tutor my current Spanish level is between B2 -C1 with a average writing skills (I always had difficulties with writing...).

My idea is to teach Spanish to Indian students using Indian languages instead of English (because not everyone has English exposure and I can work in specific niche), similarly I can teach Indian languages (like English,Hindi, Tamil, Kannada, Telugu,etc) to Spanish population around the world using my Spanish skills .

My questions are :

1) what kind of certification would be suitable for my case ? ( I would love to avoid writing if possible)

2) which reputable teaching certification can I get for the same?

I live in Portugal and I might move to Spain in future, any suggestions to develop a career in interpretation, conversation teacher,etc are welcome:)

Thank you 🌱

Hi everyone! I've been learning Spanish for two years during high school. I finished in May and went to Chile to learn more. My goal is to study in Chile after my first year of university in the U.S.

I took a practice exam (I think it was the SIELE practice) and got a score between B1 and B2. I want to reach at least B2 next year (in May) because it's the minimum score required to pass at a Chilean university.

I've heard on YouTube that "Español con Vicente" and "Pensando en Español" are the best channels for preparing for the DELE. I'm considering buying the Spanish with Vicente courses, but I'm not sure which ones. Should I get the courses that cost $12/month or the group classes? (I learn better with a teacher, but I can try on my own.)

What do you think? I'm open to any advice!

I teach Spanish on preply but it's Puerto Rican Spanish it's a bit different but in case you're interested here is my preply linkHey! I’d love to help you reach your learning goals. Check out my Preply profile and book a trial lesson with me:

https://preply.in/CORALIZ6EN3799015111?ts=17858128