Introduction to the Program

You will have practical tools of high applicability in different contexts"

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This training provides an introduction to the concepts that are most relevant when studying the morphology and syntax of the Spanish language. In this way, the future Spanish teachers will be prepared to assume the responsibility of explaining guidelines that may also be confusing in relation to the use or non-use of these guidelines in their mother tongue. Through knowledge of this subject they will be able to perform in class in a confident and efficient manner, helping their students to encode and decode messages and enunciate them in an effective way.

This Postgraduate diploma will allow the educator to acquire the tools for a type of teaching that goes beyond conventional methods, with a broader and more complete vision that incorporates the multidimensional factors necessary to achieve success in the teaching of Spanish to immigrant minors.

The teacher will be able to explain and resolve confusing grammar issues or questions regarding their student’s assessment process. Students will have a complete vocabulary teaching methodology and different techniques and didactic materials, taught by distinguished experts in the field with extensive experience in the educational sector. 

Over the next few months, the professional will be shown how to manage the learning of the child or adolescent, looking at the characteristics of the methodology, behavioral patterns and even the acculturation processes to which immigrants are exposed. Additionally, this Postgraduate diploma will provide teachers with the necessary tools and knowledge to practice the profession with confidence and efficiency, enabling them to help immigrant children and adolescents to understand and analyze messages effectively, and to develop non-verbal communication skills non-verbal communication.

You will learn through real cases presented by experts in Teaching Spanish as a Foreign Language for Immigrant Children and Adolescents” 

This Postgraduate diploma in Teaching Spanish as a Foreign Language for Immigrant Children and Adolescents contains the most complete and up-to-date program on the market. The most important features include:

  • The latest technology in online teaching software
  • Intensely visual teaching system, supported by graphic and schematic contents, easy to assimilate and understand
  • Practical cases presented by practising experts
  • State-of-the-art interactive video systems
  • Teaching supported by telepractice
  • Continuous updating and recycling systems
  • Autonomous learning: full compatibility with other occupations
  • Practical exercises for self-assessment and learning verification
  • Support groups and educational synergies: questions to the expert, debate and knowledge forums
  • Communication with the teacher and individual reflection work
  • Availability of content from any fixed or portable device with internet connection
  • Supplementary documentation databases are permanently available, even after the program

Thanks to the e-learning methodology on which this Postgraduate diploma is based, you will learn different teaching approaches that will allow you to assimilate the knowledge in a dynamic and effective way”

The teaching staff includes teaching professionals, who bring their experience to this training program, as well as renowned specialists belonging to leading societies and prestigious universities. 

Its multimedia content developed with the latest educational technology, will allow the professional a situated and contextual learning, that is, a simulated environment that will provide an immersive learning programmed to train in real situations. 

This program is designed around Problem-Based Learning, whereby the educator must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system developed by recognized experts in the field of teaching. 

Achieve your goals by keeping up to date with the latest teaching techniques and advances with a highly demanding program"

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This program has been meticulously designed by active experts who will provide you with a realistic and contextual vision of this subject"

Structure and content

The contents of this Postgraduate diploma have been developed with a clear purpose: to ensure that our students acquire each and every one of the skills necessary to become true specialists in the teaching of Spanish, with the specific tools for teaching students from other cultures, in a situation of immigration. A complete and well-structured program will take you to the highest standards of quality and success. 

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You will study under the guidance of professional experts in this field, acquiring the closest and most accurate vision of teaching Spanish to immigrant minors"

Module 1. Fundamentals of the Teaching Language

1.1. Teaching Language and Literature
1.2. Introduction to the Concept of Teaching
1.3. Teaching Language

1.3.1. Teaching Literature
1.3.2. Teaching from a Cultural Perspective

1.4. The Language and Literature Syllabus

1.4.1. Definition of the Concept of a Syllabus
1.4.2. The Elements and Parts of the Syllabus
1.4.3. The Syllabus of Language and Literature in Primary Education. Primary
1.4.4. The Language and Literature Syllabus in High School Education

1.5. Oral Language Didactics

1.5.1. Elements of Oral Proficiency

1.5.1.1. Characteristics of Oral Language 
1.5.1.2. Teaching Oral Communication
1.5.1.3. Teaching Proposals

1.6. Written Language Didactics

1.6.1. Definition of the Concept of Written Language  
1.6.2. Key Elements in Teaching Written Language  
1.6.3. ICT in Teaching Language  
1.6.3.1. Written Language Evaluation 

1.7. Teaching Reading

1.7.1. Analysis of the Concept of Teaching Reading  

1.7.1.1. Development and Characteristics of the Reading Process in Primary Education  
1.7.1.2. The Promotion of Reading in the Educational Stage  
1.7.1.3. Practical Applications of Teaching Reading

1.8. Teaching Literature

1.8.1. Definition of Teaching Literature  
1.8.2. Elements of the Teaching Literature  
1.8.3. Literature Teaching Methodologies  
1.8.4. Evaluation of Literary Education

1.9. Practical Applications Didactic Programming

1.9.1. Definition of Educational Programming  

1.9.1.1. Elements of Educational Programming  
1.9.1.2. Development of a Program for Spanish Language and Literature

Module 2. Intercultural Communicative Competence and Mediation in the Spanish as a Foreign Language Classroom

2.1. The Adaptation of Material: Determinant Actors in Writing Spanish as L2

2.1.1. Writing and the Cognitive Process
2.1.2. Reflecting on Basic Matters

2.2. Types of Paradigm and Classification in Relation to the Key Elements of Teaching

2.2.1. Behaviorism
2.2.2. Mentalism
2.2.3. Model of the Monitor
2.2.4. Constructivism

2.3. Choice of Paradigms According to the Context

2.3.1. The Influence of Context in the Application of Teaching and Learning Paradigm

2.4. Using Metaphors to Explain Concepts

2.4.1. Comparing Metaphors with Other Literary Resources
2.4.2. Metaphors for Students

2.5. The Conditioning Factors of Metaphors

2.5.1. How Does a Metaphor Mark the Knowledge of a Task/Learning?

2.6. Gender Patterns in Teaching: Increase of the Female Figure in the Spanish as a Second Language Classroom

2.6.1. Influence of the Female Figure in the Historical Framework of Education
2.6.2. Commitment to Gender Impartiality in Schools

2.7. Values and Social Commitment to Education

2.7.1. Society and the Values Attributed to Teachers

2.8. Communication as a Means to Understand the Educational Environment

2.8.1. Strategies Focused on How to Communicate
2.8.2. The School Environment as a Whole

2.9. Difference Between Translation and Mediation

2.9.1. Literal Translation/Interpreted Translation
2.9.2. Ways of Mediating to Understand the Content
2.9.3. Translation as a Means of Content Reduction or Augmentation

2.10. Facilitation of Mediations in Different Educational Environments

2.10.1. Tools for Facilitation

2.11. Relationship Between Language-Culture Pairing: Production of Material in Relation to Culture

2.11.1. Valuation of Mediation by Members of Foreign Cultures
2.11.2. Adapting Curricular Material to the Cultural Environment
2.11.3. Educational Programming Around Cultural Diversity
2.11.4. Syllabus Richness in a Multicultural Class

Module 3. Teaching Spanish as a Foreign Language to Immigrant Children and Adolescents

3.1. Approach and Activities of Syllabus Adaptation

3.1.1. Types of Approach by Adaptation
3.1.2. How to Adapt the Syllabus Without Affecting the Variation of Basic Competencies

3.2. Content Validation in Syllabus Adaptation

3.2.1. Validation for Improving
3.2.2. Close Relationship Between Validation and Social Support

3.3. Educative Models Adapted to the Mother Tongue

3.3.1. Psycholinguistics

3.4. Creating Material to Motivate Children and Adolescents in the Spanish as a Second Language Classroom

3.4.1. New Trends of Social and Personal Interest for Children and Adolescents
3.4.2. Apply Traditional Motivational Techniques
3.4.3. Comparing the Results of using Both Techniques

3.5. Development of Language Skills in Relation to Multiculturalism in the Classroom

3.5.1. Language from Different Points of View
3.5.2. The Value of Differences in Learning Skills

3.6. Dealing with Conflicts in the Classroom: Intercultural Particularities

3.6.1. Interviews, Assemblies and Mediations

3.7. Rules and Routines in the Classroom. Patterns of Behavior

3.7.1. Routine for Solving Conflicts

3.7.1.1. Communication and Negotiation Abilities

3.8. Self-Evaluation and Evaluating Peers

3.8.1. The Student as Protagonist
3.8.2. Realistic Guidance

3.9. Social Identity. Self-Concept and Acculturation

3.9.1. Developmental Stages in the Learning of a Target Language
3.9.2. Interlanguage and Social-Affective Resistance

3.10. Emotional Intelligence and Empathy

3.10.1. Approach to the Theory of Feelings
3.10.2. Empathizing Process: Development and Consolidation

3.11. Evaluating the Integrating Content

3.11.1. To What Extent Does Change Favor the Integration of Individuals to the Whole?

3.12. Overview of Diversity: The Influence of Multiculturalism on the Creation of Material

3.12.1. Guidelines for Monitoring Congruence in the Overall Vision
3.12.2. Diversity as a Means of Developing an Overall Vision

3.13. Reception and Production

3.13.1. Classroom Productivity Tools

3.14. Creating Content for Heterogenic Groups

3.14.1. Differences Between Group Members and Their Particular Contributions
3.14.2. Positive Interdependence
3.14.3. Simultaneous Face-to-Face Interaction
3.14.4. Cooperative Learning Dynamics

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This will provide key training to advance your career” 

Postgraduate Diploma in ELE Didactics for Immigrant Children and Adolescents

The didactics of ELE (Spanish as a foreign language) for immigrant children and adolescents refers to the set of techniques, approaches and strategies used to teach Spanish to students who have Spanish as a second language and who come from other countries. This area focuses on creating an inclusive learning environment that takes into account the linguistic and cultural needs of students and promotes the development of communication skills, literacy and intercultural competence.

Pedagogical strategies for teaching Spanish as a foreign language to immigrant children and adolescents.

The communicative approach: this approach focuses on the practical use of Spanish as a means of communication. Students learn to express themselves in everyday situations and acquire oral and written comprehension skills.

Social and cultural interaction: it seeks to create a learning environment where Spanish language and culture are integrated, allowing for better integration of immigrant students into the local community.

Formative evaluation: focuses on the continuous evaluation of the learning process to provide immediate feedback to students and teachers.

The use of authentic materials and resources: it seeks to maintain a contextualized and authentic learning environment that incorporates Spanish culture and society.

ELE didactics for immigrant children and adolescents is dedicated to the teaching of Spanish as a foreign language, adapting to the needs and abilities of students who have Spanish as a second language so that they can acquire confidence and communicative and linguistic competence in an inclusive and intercultural environment.

At the end of this academic program of Postgraduate Diploma in Teaching Spanish as a Foreign Language to Immigrant Children and Adolescents, taught online, the student will be prepared to teach Spanish as a foreign language to immigrant children and adolescents in an effective way, taking into account the cultural and linguistic particularities of their students.