TEFL-qualified teacher with a 120-hour certificate, experienced in communication, adaptability, and cultural awareness

Introduction: a Commitment to Language and Learning
The power of language goes beyond just conveying ideas; it brings people together, shapes identities, and opens doors to opportunities. For many learners of English, the journey to fluency is more than just an academic pursuit – it's a significant step towards integration, independence, and confidence. This understanding drives me to pursue a career in Teaching English as a Foreign Language (TEFL). With a background in Business Management from the University of Sussex, hands-on experience through volunteering, and professional roles that have sharpened my communication and adaptability, I'm eager to contribute to the development of learners worldwide as a Remote TEFL Teacher.
My path to teaching hasn't been straightforward; it's been shaped by a combination of academic study, professional experiences, and meaningful interactions with learners from diverse backgrounds. Each of these experiences has taught me that teaching is more than just passing on information – it's about fostering growth, belonging, and opportunity. This professional statement provides a thorough overview of my journey, skills, and aspirations in the field of TEFL.
Early Influences: Discovering the Impact of Language
My first exposure to the challenges of language learning came during my volunteering experience with Angloville, a cultural exchange program designed to immerse participants in English communication. While many of my peers took internships in finance or marketing during university breaks, I felt drawn to work that had a direct impact on people's lives. At Angloville, I supported children and young learners who were adjusting to life in an English-speaking environment.
One vivid memory stands out: a young boy, newly relocated to London, hesitated each time he wanted to ask for help. His English was basic, yet his need to express himself was pressing. In moments like these, I realised that language instruction extends far beyond grammar exercises – it's about enabling learners to participate fully in everyday activities that many of us take for granted.
This experience also revealed the cultural aspects of teaching English. For instance, explaining why a red post box in London can't be used as a bin required not only linguistic explanation but also cultural understanding.