Conoce los últimos avances en English in the Bilingual Classroom”

Este Postgraduate diploma en English in the Bilingual Classroom generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

Los gobiernos de toda Europa se han propuesto fomentar el aprendizaje de lenguas extranjeras desde el inicio de la escolarización, por lo que en los últimos años han surgido numerosos proyectos de educación bilingüe.

Para llevar a cabo estos proyectos resulta de vital importancia diseñar una metodología apropiada para la enseñanza de lenguas extranjeras en niveles educativos iniciales. Una de las principales características de la enseñanza bilingüe debe ser la coordinación entre la enseñanza de la lengua y la de los contenidos, puesto que los niños pequeños tienden a aprender de un modo holístico.

Esta nueva realidad implica un enorme reto para los docentes que ven complicada su labor docente.

Actualiza tus conocimientos a través del programa de Postgraduate diploma en English in the Bilingual Classroom”

Este Postgraduate diploma en English in the Bilingual Classroom contiene el programa científico más completo y actualizado del mercado. Las características más destacadas de la formación son:

• El desarrollo de casos presentados por expertos en enseñanza infantil bilingüe.
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y asistencial sobre aquellas disciplinas indispensables para el ejercicio profesional.
• Las novedades metodológicas y de aplicación en la enseñanza infantil bilingüe.
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje.
• El sistema interactivo de aprendizaje basado en la toma de decisiones sobre las situaciones planteadas.
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual.
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet.

Este Postgraduate diploma es la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en English in the Bilingual Classroom, obtendrás un título de Postgraduate diploma por la mayor Universidad Digital del mundo, TECH”

Incluye en su cuadro docente a profesionales pertenecientes al ámbito del English in the Bilingual Classroom, que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un estudio inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el docente deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso. Para ello, el profesor contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo del English in the Bilingual Classroom y con gran experiencia docente.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de este Postgraduate diploma”

Aprovecha la oportunidad para conocer los últimos avances en English in the Bilingual Classroom y mejorar la formación de tus alumnos”

TECH Global University has included in the curriculum of this program 570 hours of the best theoretical, practical, and supplementary content, designed by the teaching team, following the quality and comprehensiveness standards that define and set this university apart from the rest. As a result, it has been possible to create a Postgraduate diploma of the highest level, based on the most innovative guidelines for Bilingual Education in Pre-School and Primary Education. As such, the educator will be able to work 100% online to enhance their skills in multidisciplinary education through the knowledge of the most innovative didactic strategies in today's academic environment.

In the Virtual Campus, you will find diverse supplementary materials, including didactic content that you can use with students in the bilingual classes you will be able to design after completing this program” 

Module 1. Principles of Bilingualism

1.1. Definition and History of Bilingualism

1.1.1. Definition of Bilingualism
1.1.2. Languages in Contact
1.1.3. Definition of Multilingualism
1.1.4. Multilingualism in The World
1.1.5. Types of Multilingualism

1.2. Models of Bilingualism in Education

1.2.1. Bilingualism in Education
1.2.2. Models of Bilingual Education
1.2.3. Models of Bilingualism in the World
1.2.4. Bilingualism in Canada
1.2.5. Bilingualism in USA
1.2.6. Bilingualism in Spain
1.2.7. Bilingualism in Latin America

1.3. The Cultural Dimension of Bilingualism

1.3.1. Intercultural Bilingual Education (IBE)
1.3.2. The History of the IBE
1.3.3. Bilingualism and Cultural Diversity in the Classroom
1.3.4. Bilingualism and Cultural Identity

1.4. The Role of Native Language in Bilingual Education

1.4.1. Language Acquisition in a Bilingual Context
1.4.2. Late Bilingualism and The Mother Tongue
1.4.3. The Mother Tongue and Emotions
1.4.4. The Mother Tongue in the Classroom
1.4.5. Use of Mother Tongue in the Foreign Language Classroom

1.5. Neuroeducation and Bilingualism

1.5.1. Bilingual Brain
1.5.2. The Age Factor
1.5.3. The Quality Factor
1.5.4. The Method Factor
1.5.5. The Language Factor
1.5.6. The Number Factor

1.6. Cummins' Theories on Bilingualism

1.6.1. Introduction
1.6.2. Linguistic Interdependence Theory
1.6.3. The Threshold Hypothesis
1.6.4. Additive and Subtractive Bilingualism
1.6.5. The Importance of the Mother Tongue
1.6.6. Language Immersion Programs

1.7. BICS and CALP

1.7.1. General Framework
1.7.2. Initial Theory
1.7.3. Definition of BICS
1.7.4. Definition of CALP
1.7.5. The Relationship between BICS and CALP
1.7.6. Contributions of the Theory
1.7.7. Criticisms of the Theory

1.8. Bilingualism in Pre-School

1.8.1. Languages in the Pre-School Curriculum
1.8.2. Myths about Bilingualism in Early Ages
1.8.3. The Place of the Second Language in the Pre-School Classroom
1.8.4. Routines
1.8.5. Working in Corners
1.8.6. Materials and Resources for Teaching English in Pre-School

1.9. Bilingualism in Primary School

1.9.1. Languages in the Primary School Curriculum
1.9.2. Objectives of Bilingualism in Primary School
1.9.3. Bilingual Models in Primary School
1.9.4. Pros and Cons of Bilingualism in Primary School
1.9.5. The Role of the Environment in Success

1.10. The Role of the Bilingual Teacher

1.10.1. The Role of the Bilingual Teacher
1.10.2. The Bilingual Teacher as Intercultural Educator
1.10.3. Languages and the Bilingual Teacher
1.10.4. Training Needs

Module 2. Literacy in L2

2.1. Early Literacy in Bilingual Children

2.1.1. Definition of Initial Literacy: Growing Up in a Bilingual Family
2.1.2. Reading Stories in the Mother Tongue
2.1.3. Literacy in L2 as a Literate and Majority Language
2.1.4. Literacy in L2 as a Foreign Language

2.2. Influential Relationships between L1 and L2

2.2.1. Family Literacy
2.2.2. Mother Tongue Literacy in Schools
2.2.3. Impact of L1 Literacy o L2
2.2.4. Advantages of Using the Mother Tongue in the Bilingual Classroom
2.2.5. The Mother Tongue in Teaching English

2.3. Approaches to Literacy in English

2.3.1. Theories of Written Language Acquisition
2.3.2. Theories about Literacy in L2
2.3.3. Multiple Literacies
2.3.4. English as L2 Literacy Methods

2.4. English Phonetics

2.4.1. What is Phonetics?
2.4.2. The Role of Phonics in L2 Learning
2.4.3. Characteristics of English Phonetics
2.4.4. Phonetics or Phonology for the English Classroom

2.5. Synthetic Method: phonemic awareness

2.5.1. Definition of Phonological and Phonemic Awareness
2.5.2. Phonemic Awareness and the Learning of English as a L2
2.5.3. How to Work at Home
2.5.4. How to Work in the Classroom

2.6. Synthetic Method: Phonics

2.6.1. Characteristics of the Phonics Method
2.6.2. Introduction to Jolly PhonicsMethod
2.6.3. The Five Skills that are Worked on
2.6.4. Materials and Resources
2.6.5. Other Resources: Phonics Readers, Videos, Songs, etc

2.7. Globalized Reading “Whole Language”

2.7.1. Principles of a Globalized Approach
2.7.2. Chomsky and Goodman
2.7.3. Implications for Teaching English as an L2
2.7.4. Activities and Resources
2.7.5. The Concept of "Integrated Literacy”,  Balanced Literacy

2.8. Working with Readers/Graded Readings

2.8.1. Definition of Reader and Characteristics
2.8.2. Advantages of Extensive Reading
2.8.3. Strategies for the Use of Readers in the Classroom
2.8.4. Activities with Readers in the Classroom

2.9. Picture Books

2.9.1. Reasons for Using Storytelling in the Classroom
2.9.2. Definition and Characteristics of an Illustrated Album
2.9.3. Selection Criteria
2.9.4. Activities and Strategies of Use
2.9.5. Classic Picture Books of English Literature

2.10. Storytelling. Oral Narration

2.10.1. Oral Narration in the Classroom
2.10.2. Reading or Telling a Story
2.10.3. Oral Narration as an L2 Teaching Tool
2.10.4. Keys to Oral Narration
2.10.5. Activities for Before, During, and After the Oral Narration
2.10.6. Collective Oral Narration

Module 3. English in a Bilingual Classroom

3.1. L2 Learning. Methods and Approaches

3.1.1. From Grammar to Communication
3.1.2. Grammar-Translation Method
3.1.3. Natural Method
3.1.4. Total Physical Response
3.1.5. Audio-Lingual Method
3.1.6. Suggestopedia
3.1.7. Communicative Approach

3.2. L2 Learning at an Early Age (0-6)

3.2.1. Myths and Facts about Early L2 Learning
3.2.2. The Age Factor in L2 Learning
3.2.3. Benefits of Early L2 Acquisition
3.2.4. Stages of the Early L2 Acquisition
3.2.5. Relations with Families
3.2.6. Benefits of Early L2 Acquisition

3.3. L2 and Interaction

3.3.1. The Role of Interaction in Learning
3.3.2. Interaction in Native Language Learning
3.3.3. Interaction in L2 Learning
3.3.4. Types of Interaction in the Foreign Language Classroom
3.3.5. Teacher Talking Time

3.4. The Role of Emotions in L2 Learning

3.4.1. Emotions and Learning
3.4.2. The Theory of Output
3.4.3. How Anxiety Affects
3.4.4. Emotions and Trust
3.4.5. Motivation

3.5. English Communication Skills

3.5.1. The Integration of Communicative Skills
3.5.2. CEFR. Common European Framework of Reference for Languages
3.5.3. Levels of Reference

3.6. Listening

3.6.1. Definition of Listening
3.6.2. Techniques and Tools for Teaching Listening
3.6.3. Activity Examples
3.6.4. Before the Activity
3.6.5. During the Activity
3.6.6. After the Activity

3.7. Reading

3.7.1. Definition of Reading
3.7.2. Techniques and Tools for Teaching Reading
3.7.3. Activity Examples
3.7.4. Before the Activity
3.7.5. During the Activity
3.7.6. After the Activity

3.8. Speaking

3.8.1. Definition of Speaking
3.8.2. Techniques and Tools for Teaching Speaking
3.8.3. Activity Examples
3.8.4. Before the Activity
3.8.5. During the Activity
3.8.6. After the Activity

3.9. Writing

3.9.1. Definition of Writing
3.9.2. Techniques and Tools for Teaching Writing
3.9.3. Activity Examples
3.9.4. Before the Activity
3.9.5. During the Activity
3.9.6. After the Activity

3.10. Evaluation

3.10.1. How to Evaluate Listening
3.10.2. How to Evaluate Reading
3.10.3. How to Evaluate Speaking
3.10.4. How to Evaluate Writing

Make the most of this opportunity to surround yourself with expert professionals and learn from their work methodology”