Elizabeth

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Elizabeth is a multilingual language tutor who makes Chinese learning immersive, practical, and confidence-building. She tailors lessons to each student’s level, emphasizing tone accuracy, real conversation, and cultural depth. Certified to teach IB Chinese Language and Literature worldwide, she has guided students to top IB scores and full marks on extended essays. Elizabeth holds master’s degrees in Portuguese and Audiovisual Translation, and a degree in English and Spanish. Her patient, structured lessons support all learners—including neurodiverse and gifted students—with empathy and adaptability. When not teaching, she relaxes by playing piano and learning Chopin’s Nocturne in E-flat Major.

6 AM – 15:00 Eastern Time.

My educational approach to teaching Chinese as a foreign language is communicative, student-centered, and culturally immersive. I believe that language learning should go beyond memorizing vocabulary and grammar; it should focus on meaningful communication and practical usage. I tailor my teaching methods based on students’ proficiency levels, goals, and learning styles.

For beginners, I emphasize accurate pronunciation—especially mastering the tones—using an "echo" technique where students listen to me speak Chinese and then repeat after me to mimic the correct tone, accent, and rhythm. This method helps students develop a more native-like pronunciation and build confidence in speaking. I encourage them to listen carefully, repeat aloud, and not be afraid to make mistakes.

For intermediate and advanced learners, I focus on expanding vocabulary, improving fluency, and understanding idiomatic expressions and cultural nuances through conversations, reading, and real-life scenarios.

Throughout all levels, I provide continuous encouragement and positive reinforcement to create a safe, supportive environment where students feel motivated to participate and practice. I also integrate aspects of Chinese culture to make learning more meaningful and engaging.

I have completed the IB Chinese Language and Literature teacher training and hold the qualification to teach Chinese Language and Literature in any IB School across the world.
Master in Portuguese as a Second and Foreign Language Universidade NOVA de LISBOA
Master in Audiovisual Translation University of Cádiz
Degree in English and Spanish Wenzao Ursuline University of
Languages

I have experience tutoring students and helping friends and family with their learning, particularly in Chinese as a foreign language and Chinese Language and Literature. I am familiar with the IB curriculum and have helped students achieve high grades by closely following the IB assessment criteria and guiding them toward meeting those standards.

For Chinese as a foreign language, I use a lot of daily conversational practice to help my students speak Chinese more naturally and confidently. I focus on real-life situations to build practical communication skills, along with proper pronunciation and tone. My approach is always supportive and student-centered, aiming to make language learning both effective and enjoyable.

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Elizabeth
$85.00 USD

Subject Expertise

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Chinese
Chinese
World Languages
World Languages
Writing
Writing

My mission

I love helping people and believe that teaching is a powerful way to shape the future generation. By sharing my expertise, I aim to inspire students to reach their full potential, fostering a love for learning and personal growth.

My Story

I was born and raised in Los Angeles by a Taiwanese family. After high school, I returned to Taiwan for university, where I earned degrees in Spanish and Chinese. My passion for languages led me to Spain, where I completed a master's degree in audiovisual translation. I began my career by tutoring Spanish and Chinese, eventually working in the food industry as a translator for suppliers to Japanese restaurants in Taiwan. Driven by a love for languages, I self-taught Portuguese and recognized a gap in Asian speakers of the language. This realization prompted me to pursue a master's degree in teaching Portuguese as a foreign language. Equipped with modern language teaching methodologies, I began teaching at the American International School in Lisbon, where I was hired in both the IB Language and Literature department and the World Languages department for Chinese as a Second Language. Today, I continue to teach in Lisbon, combining my diverse linguistic background and teaching experience to inspire students.

Cognitive Diversity

How I adapt to students with diverse intellectual needs.

I recognize that every student learns differently, so I personalize my lessons based on their individual strengths, challenges, and learning styles. For students with learning differences, I use clear instructions, visual aids, and step-by-step guidance to build confidence and understanding. For gifted students, I provide deeper, open-ended tasks to challenge and inspire them.

I’ve supported students with attention and language processing difficulties, as well as gifted learners, and I always aim to create a positive, encouraging environment. I've also helped a family member with dyslexia, which has deepened my empathy and flexibility as a tutor.

I have experience working with twice-exceptional (2e) students, balancing their strengths and learning challenges. I focus on supporting their unique needs while encouraging their talents. Though I’m not 2e myself, I’m patient and flexible to help them succeed.

I have taught many top students, each with unique strengths and learning styles. My approach is to provide enrichment activities that challenge their thinking and creativity, such as independent research projects and opportunities to explore topics of personal interest.
. I also encourage intellectual risk-taking by creating a supportive environment where failure is seen as a part of the learning process, helping students develop resilience and a growth mindset.

I encourage independent projects that foster creativity and critical thinking, allowing students to explore areas of passion and develop self-directed learning skills. Recognizing their exceptional abilities, I strive to create an environment that challenges and nurtures their intellectual growth.

One of my 7th-grade students began learning Chinese with me and was diagnosed with ADHD. To keep him engaged during our online sessions, I implemented a structured routine with visual schedules, incorporating interactive tools like digital flashcards and games. We also included short, frequent breaks to help him reset and maintain focus. Recognizing his achievements, no matter how small, was crucial in building his confidence and motivation. This approach not only helped him stay engaged but also made learning more enjoyable and effective.

I have experience working with children on the autism spectrum, and I focus on creating a calm, structured, and supportive learning environment. I tailor lessons to their individual needs and use clear, consistent communication to help them feel comfortable and confident. While I don’t have a personal diagnosis, I’m patient and understanding, always adapting my approach to best support each student.

I have tutored a student diagnosed with dyslexia. To support her, I employed multisensory teaching methods, such as using visual aids like color-coded notes and auditory tools like text-to-speech software. We also incorporated tactile activities, like tracing letters, to reinforce learning. Recognizing her achievements, no matter how small, was crucial in building her confidence and motivation. While I don't have a personal diagnosis of dyslexia, this experience deepened my understanding and empathy, allowing me to adapt my teaching methods to better support students with similar challenges.

I had once a student in my classroom who had sensory processing challenges. To support her, I implemented strategies such as establishing clear routines and predictable transitions, which helped reduce anxiety and improve focus. I also integrated sensory breaks into our sessions, allowing her to release energy or calm her mind as needed. Additionally, I created a comfortable learning environment by using noise-canceling headphones and providing tactile tools to aid concentration. While I don't have a personal diagnosis of sensory processing challenges, this experience deepened my understanding and empathy, allowing me to adapt my teaching methods to better support students with similar needs.

I had once a student in my classroom who had sensory processing challenges. To support her, I implemented strategies such as establishing clear routines and predictable transitions, which helped reduce anxiety and improve focus. I also integrated sensory breaks into our sessions, allowing her to release energy or calm her mind as needed. Additionally, I created a comfortable learning environment by using noise-canceling headphones and providing tactile tools to aid concentration. While I don't have a personal diagnosis of sensory processing challenges, this experience deepened my understanding and empathy, allowing me to adapt my teaching methods to better support students with similar needs.

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