My Information

I'm a Spanish philologist and linguist based in who have been working as a Spanish teacher for four years, and during the last years, I have developed my teaching skills in different education fields in Spain. Most importantly, I incorporate into my lessons elements of the Spanish culture which I feel are essential for a proficient grasp of the language and encourage my students to attend a wide variety of free events connected to the Spanish culture that take place.

I prepare specific material for each student depending on the knowledge, the goals or their personal interests. On the other hand, if you want just improve your speaking we can work it through conversations about articles, news or other materials of your interest.

Willing to travel: 50 miles

Tutoring Experience:

I have experience teaching children and adults, both in schools and in private lessons. My work experience includes several years of teaching at secondary schools, language institutes, and private tuition at my clients’ homes and workplaces.

• University of Granada (2014)- Master's in Superior Spanish Studies MA MA from the University of Granada. (Grade: Pass) Verified


• University of Granada (2013)- English Philology BA BA from the University of Granada. (Grade: Pass) Verified

Name of the person who provided this testimonial: Eduardo
During the 2013-2014 academic year, I was fortunate enough to be ALEJANDRO's teacher in the class Selective Study of United States Literature II module. The theme of this subject, along with the methodology we used, was ripe for debate, dialogue and criticism based on complex texts: Lolita, written by Vladimir Nabokov, The Crying of Lot 49, by Thomas Pynchon, and Ragtime, by Edgar Lawrence Doctorow. Works such as these served as a frame of study for a deeper understanding of the complex history of the United States from the late nineteenth century and during the turbulent last century. Alejandro is a creative, firm in his criteria and, as far as I know possesses a unique vision of reality, away from societies conventions. On each of the texts we worked on during those four months, he was able to present his own points of view that showed not only a personal and thorough reading of the proposed works, but also a watchful eye to detail and an application to the bigger picture. Thus his appreciation for the work was accompanied at every time by a continuous understanding of how these three works draw a multifaceted portrait of a complex country, from 1900 to 1950, to reach the 60's and the broader context which was already latent in the continuity of History. His power of initiative became evident in the way of expressing his views and qualifications whenever the text was open to interpretation in nuance regarding mine, or the critics that provided the secondary literature that we consulted. Not only showed a deep knowledge on the subject, but participated actively in exchanges and discussions that prompted the analysis of the relationship between American language, History and culture, the object of the subject. Beyond this evidence, I vividly remember the progressive way in which his interest in the subject was accompanied by a critical sense revived and applied in the current reality, this enabled him to establish the historical and philosophical connections that beat beneath the surface of the facts called "current", and which are but the shadow of the past illuminated by a renewed light. In that sense, his capacity for teamwork went hand in hand with his effort to encourage students often prey to unpleasantness, his attitude and behaviour were incentive for the quietest and he would encourage others to express their views