English Opens Doors
86% Rating
(39 Reviews)

English Opens Doors

The English Opens Doors Program is a English education initiative developed by the Chilean Ministry of Education, and is supported by the United Nations. It was established in 2003, and has since flourished. The Chilean Ministry seeks to advance the level of English education throughout Chilean public schools and provides students with many resources such as summer learning camps, competitions, and scholarships. We seek talented and ambitious teachers to come join our teaching program in Chile, and make a noticeable impact in Chilean English education throughout public schools. Avoid paying any fees to recruiters by applying directly with us.

Most Recent Program Reviews

26 years old
Lake Bluff

EODP Thoughts: Brief Overview and Advice


I flew to Chile in pursuit of both a professional and cultural experience. Professionally, I wanted to further develop my management, presentation, and organization skills. Culturally, I wanted to become absorbed in another perspective of the world than what I had been previously exposed to.

I had taken a TEFL class before the going to Chile, but most of the others in my EODP training in Santiago had not done so. I could not speak Spanish when I arrived. Some others in my training program could speak Spanish, but a large majority could not. The program asks that you only use English in the classroom.

I worked in Chillan, 5 hours south of Santiago, in the Bio Bio Region (8), teaching both elementary and high school level students (which was rare, normally an EODP teacher would have either one age group or the other). My school and host family received me warmly. The program meets with all of the host families before sending a volunteer to make sure the house is acceptable. I know that some volunteers had better home situations than others, but if there is a serious issue you can reach out to EODP and they will change your living situation. Small issues should be dealt with by the volunteer communicating with the family.

The EODP team is responsive to volunteers' problems. For example, I had a problem with the extension of my visa and EODP jumped on it that day--calling the office who had turned down my application, following up with me the next day and the next week to ensure all was sorted.

EODP has their main staff team in Santiago, but each region has a representative who is also available to help if needed. Personally, my regional representative was great--observing my class and providing constructive feedback, welcoming me upon my arrival to the region, and more generally providing another source of support should I have had an issue.

Because EODP volunteers only know their region when traveling to Santiago for training there are a lot of variables which one cannot control. You do not know what specific town you will be in, who your host family is, or what grade your students will be in. That said, you will know your region so you can anticipate the weather and pack accordingly, you will know that you have your own bedroom, and you will know that you will be working with students in elementary or high school (I think high school age was more prevalent amongst the volunteers when I was teaching, but that is no more than anecdotal).

So, with many variables to be determined, you must come to Chile with an open mind as to what your experience will be. Chileans value spending time with one another greatly, so putting in time with your host family, the teachers at your school, or whoever you interact with in your town is vital to develop the bonds that will improve your experience.

I found Chileans, in general, to be extremely friendly and happy to help me with my Spanish or whatever I needed help with. If you can pick up a few Chilean slang words and use them that will be a real crowd pleaser.

In short, you have to create your own success and happiness in this program, but EODP provides you with the framework to do so. There are many variables, and most likely not all will be ideal. But, you have the resources (host family, school, EODP, regional representative, other volunteers) to ask for help or advice when navigating a new or tough situation.

Tip: Bring down a little portable speaker (not wireless) for your class, as well as loads of newspaper clippings for your classroom wall or activities.

How can this program be improved?

Knowing one's town, family, and school before departure would allow one to be more prepared for their situation.

28 years old

Teaching in a municipal basico school in Copiapo


I reached Santiago having little expectation about what was coming up. To start with, I found the orientation in Santiago to be very thorough. We were well prepared and equipped to start teaching. As far as the teaching experience in Copiapo is concerned, it all proved to be a great one as well. There are issues that arise while teaching, but in my opinion it all turns out well if one is flexible enough and clear about the idea that we are volunteering to do good to somebody - the volunteering is much more for the students and their happiness than ours. In the starting, for 1-2 weeks, I did not have a white-board to teach and for a month too little a room to fit in 18 students - such situations come and they pass by as well. My head teacher and regional representative were a very good support. The school was very welcoming and kids enthusiastic about being with me (if not always enthusiastic about learning English). At the end of the day, a few students started speaking more English and showed more interest and that I considered as a good enough reward!

I came into the program with my husband and we chose to live independently - so I don't have a host family experience to share. There were other ways by which we met and interacted with the local Chilean people like our school teachers and host families of other volunteers - Chilean people are usually warm and welcoming. I did not ever find the teaching & lesson planning hectic and we had enough time to go travelling every weekend, cook food at home and invite people over.

Last 2 weeks of the service went in English Winter Camps - here elder students (from medio) who are interested in learning English come. There is a lot of time volunteers and kids spend together doing various activities. There is such a great connection one can form in just a week's time! I felt the camps were very encouraging for the students. And so the 4 months of volunteering ended well.

How can this program be improved?

For some volunteers, the instability in schools turns out tough at times. There was a strike in a co-volunteer's school for weeks and she was not doing much, becoming frustrated. I feel volunteers should be better prepared for such times (may be during the training or before).

31 years old
Boston, MA

EOD and two services


I did my first service in the Northern Chilean city, Iquique. I worked at a semi-private school, and there were three other volunteers in my city, one teaching at an all boys school, the other teaching in a semi-private school and the other teaching in a private school. I had fantastic students, and the staff at the school were friendly. The two English teachers I worked with were really kind, and both had their own style of teaching their classes.

My transition from orientation in Santiago, to Iquique and later to Concepción was really smooth.

My second service with EODP was about 7 hours South of Santiago, in a small town outside of Concepción, called Chiguayante. I loved it here because it had all the benefits of living in a big city such as Santiago, but with lots more open green space. I worked with one of the two English teachers at my school, which was a public school. There were not many material resources in this school. The English books were not sufficient, and very difficult to follow. In this case, the teacher and I worked together to make sure students were being challenged, and that they were learning the mile stone content needed to move into the next level of English. I would say my experience working at this particular school was a lot more challenging than the first school I was in, maybe, partially due to lack of resources, but I learned a lot from the students and I had a good time while I was there. I was left out of work for over a month while the public schools, including the one I volunteered at, went on strike.

My experience with the English Opens Doors Program was more than positive. Everything was not perfect, but all in all, the program is set up in a way to really help the volunteer succeed.

Each volunteer will have a different experience, no doubt, but my perspective and my goal of doing what I could to intrigue students to learn English, I found were important when things did not go as planned.

During my stay, I had time to travel and see Chile, and met wonderful people along the way who have made a lasting impact on me. I made great friends with the English teachers and their families and I keep in touch with them even today.

How can this program be improved?

The program could improve by doing regular checks with host families and whether they are following food restriction suggestions for the volunteer. I had a bit of a hard time with the food I couldn't eat and what the host family would serve, so my recommendation would be at least a one time home visit from the Regional Representative during the volunteer term as additional support regarding food and other host family issues.

The program does do a mid-service host family survey at which time volunteers can voice concerns, but I think a home visit would be helpful.

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English Opens Doors
4 weeks ago

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English Opens Doors
Are you interested in volunteering to teach English in Chile? Please consider the English Opens Doors Program. Participation...