What’s it like to teach English in Spain?

Steffanie Zazulak
a teacher stood with two students sat a desk
Reading time: 2 minutes

Tim Marsh has been teaching English since 1985 and has taught over 3,500 students, with ages ranging from six to 65. He is therefore well placed to describe teaching English as a “difficult and demanding” job, as well as to share the five lessons he’s learned during his impressive time in his career…

1. Know your stuff

“The Spanish expect paid professionals to know everything about their expertise but there are few teachers of the English language who do know everything. We should prepare lessons adequately when teaching aspects we’re not entirely confident about.

Many CELTA tutors say that if you are asked a question that you cannot answer confidently, you shouldn’t panic but instead inform the student that you will check and give them the detailed answer at the following lesson. This may be useful when you first start out, but it shouldn’t happen frequently, as your honesty will not always be appreciated!”

2. Expect the unexpected

“Teaching English is very rewarding and can be full of surprises. As a result, it’s not a good idea to try to follow a rigid teaching plan. Write a plan that’s flexible enough to allow for a good dose of spontaneity to enter into proceedings. I can honestly say that not one single day is the same as another.

If a Spaniard is not in the mood for working on a particular skill, as will happen from time to time, then be prepared to change that lesson at the drop of a hat. It’s always a good idea to keep four or five ‘favourite’ lessons filed within easy reach for just such occasions – preferably skills lessons that can be easily adapted to the theme that you are currently working on.

Whatever you had planned for this week can always be done next week. The customer is always right and, when living in Spain, big lunches, high temperatures, Barcelona against Real Madrid and the after-match party can bring about very unexpected lessons!”

3. Stick to what you’re being paid to do

“The Spanish are extremely friendly people who love to talk and are happy to share – sometimes in great detail – the problems in their working and even private lives. In an effort to establish friendly relationships, they often create an intimacy: what is referred to in Spanish as ‘confianza’.

This is much the same kind of trust and confidence that we have with our doctors or lawyers, so, unless you’re careful, you can find yourself doubling as teacher and therapist, which will alter the dynamic of the classroom.

A teacher of English teaches English. Stick to what you know, stick to what you’re being paid to do and create a professional framework in which to do your best as a teacher and not as a therapist.”

4. Do not offer guarantees

“The busiest time of the year is often during the summer, when language schools begin to fill up as state-school exam results come in. Parents enroll their children on intensive or exam revision courses so that they can take their resits in September.

English courses are often expensive and parents will expect a guarantee that their child will pass the school English exam at the end of the summer. Never offer a guarantee! There are usually a number of reasons why the child has failed in the first place and it is better to lose a client than to make promises you can’t keep.”

5. Have a good pair of shoes

“Many years ago, the famous soprano Rita Hunter was asked what she considered to be the most important requirement when singing opera. She answered, “A good pair of shoes.” She went on to say that when she was appearing in a Wagner opera that started at 5.30 pm and didn’t finish until 11 pm, the most important thing to look after was her feet.

I’ve always tried to avoid institutions that insist on a uniform or on wearing a shirt and tie. Students often feel uncomfortable in a classroom where the teacher is formally dressed. I have always found the working environment much more relaxed when dressed in a similar way to my students. This and the fact that in Spain the temperature can hit the 30s in June and stay there into September mean that I dress casually, often in shorts. And I always wear a good pair of shoes.”

Explore our professional development 

More blogs from Pearson

  • University students sat in a lecture hall, one has his hand raised
    Supporting student success beyond admissions
    By Alice Bazzi
    Reading time: 2 minutes

    In international education, admissions are just the beginning. While securing a place at a university is a massive milestone for a student, measuring success continues for them from the moment they arrive on campus. Institutions know that academic performance, engagement and retention are shaped long before the first lecture begins, and one of those critical factors is English language proficiency. 

    Students who begin their studies with the right level of English are better equipped to participate fully in academic life. They understand course material, contribute to discussions and complete assignments with confidence. This foundation does not support individual achievement; it also strengthens the entire learning environment. 

    That is why reliable proficiency testing is more than an admissions tool. It is a strategic investment in student success. 

    The link between proficiency and performance 

    Universities have long understood the connection between language readiness and academic outcomes. When students are placed correctly, they are more likely to thrive. Misplacement, on the other hand, can lead to frustration, disengagement and even dropout. 

    Reliable testing helps institutions avoid such pitfalls. It ensures that students are matched to the right level of study, reducing the need for remedial support and improving retention rates. For universities, this translates into stronger performance metrics and a cohesive student experience overall. 

    Pearson English Express Test: A foundation for success

    The Pearson English Express Test is designed to support this journey before day one. With fast, secure and trusted results, it gives both students and institutions the clarity they need to move forward with confidence. 

    It delivers certified scores within 48 hours, allowing universities to make timely decisions and students to begin their academic journey without delay. It is AI-powered scoring and alignment with CEFR and GSE frameworks ensures accuracy, while remote proctoring and identity verfication protect the integrity of the results. 

    This combination of speed, precision and security makes the Pearson English Express Test more than just a test but a strategic tool for long-term success 

    Institutional value that goes beyond admissions 

    For universities, adopting the Pearson English Express Test is not just about streamlining admissions; it is about strengthening the entire student lifecycle. By ensuring that potential students are linguistically prepared, institutions can reduce academic risk, improve retention and enhance their reputation for supporting international learners. 

    The Pearson English Express Test helps universities to demonstrate a commitment to quality and care. It shows that they are not just admitting students, they are setting them up for success. 

    A smarter start for international students

    In a competitive global education market, institutions need solutions that go beyond the basics. The Pearson English Express Test offers a smarter, more strategically driven approach to language assessment. One that not only supports them getting into university, but also from application to graduation. 

    By choosing the Pearson English Express Test, universities are investing in outcomes that matter: academic success, student satisfaction and long-term institutional positive impact. 

  • Youung adults outside dressed up warm chatting together
    Celebrating global holidays: Inclusive festive activities for your English classroom
    By Charlotte Guest
    Reading time: 4 minutes

    Across classrooms, holidays show up as stories, songs, recipes, colors and customs. For English educators, they also offer language tasks that build communication, intercultural understanding and community. The key is to celebrate in a way that’s inclusive, academically rich, and respectful of diverse beliefs and backgrounds. Here are some activities you can do this festive season with minimal fluff and maximum impact, each tied to clear language objectives.

    Principles for inclusive festive learning

    • Student choice: Invite learners to showcase their traditions, for example, Diwali, Lunar New Year, Eid, Hanukkah, Christmas, Día de los Muertos, Nowruz or a seasonal theme without a religious focus.
    • Language-first design: Anchor activities in explicit objectives – for example, “Can describe customs and traditions,” “Can compare events,” “Can write instructions” – to ensure measurable progress.
    • Do-no-harm approach: Provide opt-in alternatives, avoid stereotyping and create space for students who do not celebrate holidays.
    • Representation: Use materials that reflect multiple regions and voices. Encourage translanguaging to deepen understanding and honor identity.
    • Accessibility: Scaffold with visuals, sentence frames and leveled texts so every learner can contribute meaningfully.
  • students sitting outside on a wall together looking at a laptop together
    Using the principles of Japanese philosophy to improve the quality of our teaching
    By Michael Rost
    Reading time: 5 minutes

    Learning a new language opens doors to unique ways of thinking and feeling, deeply rooted in culture. As teachers, we have the privilege of guiding learners to these insights, helping them broaden their worldview.

    When I first moved to Japan, I was struck by concepts like wa (和, social harmony), enryo (遠慮, restraint out of respect) and gaman (我慢, patient endurance). Discovering these ideas was energizing and made learning Japanese feel like more than just mastering a new language – it was about embracing a vibrant culture.

    I soon found that many expats shared similar experiences. In my first year teaching in Japan, over 40 years ago, I met Marc Helgesen at one of the first JALT meetings. We connected over our shared interest in developing a revolutionary approach to language teaching in Japan – a kind of kakushin (革新), or innovation, that challenged the status quo.

    Our collaboration led to many teaching experiments and, eventually, the publication of English Firsthand as a single-level course in 1985.