Hi! I’m Brais, a Mandarin Chinese interpreter and teacher with a deep passion for languages, music, and education. Chinese entered my life almost by chance, but it quickly became one of my greatest passions. I was fascinated by its internal logic, its rhythm, and the way it reflects the mindset of an entire culture.
I lived in China during my university years, where I completed my degree in Teac...
Hi! I’m Brais, a Mandarin Chinese interpreter and teacher with a deep passion for languages, music, and education. Chinese entered my life almost by chance, but it quickly became one of my greatest passions. I was fascinated by its internal logic, its rhythm, and the way it reflects the mindset of an entire culture.
I lived in China during my university years, where I completed my degree in Teaching Chinese to Foreigners. That experience gave me not only a strong academic foundation, but also a genuine understanding of everyday life and cultural nuances in China. I learned that teaching is not just about transferring knowledge — it’s about building bridges between different worlds and helping people discover new ways of thinking, communicating, and experiencing reality.
My lessons are dynamic, personalised, and very natural. I adapt the pace and content to each student, combining grammar, conversation, and authentic cultural insight. I use videos, music, TV series, stories, and even games to make learning feel natural, engaging, and enjoyable. My goal is for every student to leave each lesson feeling both accomplished and motivated.
As an interpreter, I understand that every word carries context and intention. That’s why I teach Mandarin not just as a language, but as a powerful tool for connection. And as a musician, I like my lessons to have rhythm, energy, and a relaxed atmosphere where making mistakes is simply part of the process.
If you’d like to learn Chinese with someone who truly understands the journey from the inside — with patience, dedication, and a sense of humour — I’d be happy to guide you along the way.
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