Abstract

This qualitative case study investigates the experiences and practices of successful independent English as a Foreign Language (EFL) teachers in Brazil who operate outside traditional schools and private language institutes. Rather than providing a broad descriptive profile, this study offers an in-depth examination of a small group of teachers. These educators frequently use social media platforms such as Instagram and Facebook to showcase communicative, personalized, and flexible instruction in response to growing learner demand. Although English is widely taught in Brazilian schools, persistent structural constraints often limit students’ development of communicative proficiency, prompting some learners to seek instruction from independent teachers. This study examines the experiences of four independent teachers through semi-structured interviews, complemented by survey data from 13 teachers used to provide contextual sociodemographic information. Findings demonstrate how independent teachers construct their professional practice through heterogeneous preparation trajectories that combine formal education, immersion experiences, and experiential learning. Participants reported high levels of self-assessed English proficiency and professional autonomy, particularly in digitally mediated teaching contexts. Curriculum development practices were largely learner-centered, hybrid in structure, and grounded in contextual adaptation, with teachers integrating pre-designed materials, self-created resources, and formative assessment strategies. Overall, the findings suggest that independent teachers function as adaptive agents within Brazil’s evolving English language education landscape. By documenting this growing sector, the study underscores the need to include independent educators in broader discussions of teacher preparation, curriculum implementation, and language education policy.

Degree

College and Department

Humanities; Linguistics

Rights

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