Incorporate new and effective methodological and pedagogical tools that will boost your teaching in Bilingual Education in High School"

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Bilingual education has gained ground in recent years. In the teaching field, methodological trends and approaches not only require an adaptation in the way a second language is taught in the classroom, but also a new approach. New models of bilingual education offer advantages and challenges to both teachers and students. Advantages that will be developed throughout this high-level specialization, by professionals with extensive experience in the sector.

Bilingual education in educational centers has become increasingly popular, which has led to an increase in the demand for specific training for language teaching. Although progress has been made in this regard in recent years, with the creation of specific preparation programs, aimed at meeting this growing demand, we must continue to strive to improve the education system in a committed and responsible manner, by addressing needs and developing an innovative, ambitious and effective teaching model.

In educational terms, bilingualism provides students with a number of advantages. Bilingual students are able to acquire a very high level of the language, sometimes to a native level, which greatly benefits them in their future careers. Likewise, adolescents who receive this type of education find it easier to pick up different languages, acquire a more complex vocabulary, are able to communicate fluently and tend to be more receptive to other cultures.

A unique specialization program that stands out for both its high-quality content and excellent teaching staff, all of whom are professionals with years of experience in the sector. An unrivaled opportunity for professionals who wish to acquire the latest teaching methods in bilingual education and would like to incorporate them into their daily professional practice. 

Give your career a boost to success and become a competitive professional who will bring excellence to any educational institution”

This Professional Master’s Degree in Bilingual Education in High School contains the most complete and up-to-date program on the market.The most important features include:

  • Practical case studies presented by expert linguists
  • The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
  • Practical exercises where self-assessment can be used to improve learning
  • Special emphasis on innovative methodologies for teaching languages
  • Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
  • Content that is accessible from any fixed or portable device with an Internet connection

Join the pioneers in the field of education with a competitive program in terms of quality and prestige: a unique opportunity to distinguish yourself as a professional"

The program’s teaching staff includes professionals from sector who contribute their work experience to this training program, as well as renowned specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive training programmed to train in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.   

Receiving a bilingual education helps students become more receptive to other cultures and better understand the world around them"

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Increase your decision-making confidence by updating your knowledge through this Professional Master’s Degree"

Structure and content

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the country, aware of the current relevance of innovative training, and committed to quality teaching through new educational technologies. TECH guarantees students quality content that meets their expectations, giving them the opportunity to excel in their field. Additionally, the student will be able to perform the various functions related to this Professional Master’s Degree, along with the most innovative proposals in this field of action, thus guiding them towards excellence. 

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Advance your academic career with top professionals and acquire the knowledge and skills you need to thrive in the language teaching industry"

Module 1. Principles of Bilingualism

1.1. Definition and History of Bilingualism

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

1.2. Bilingualism Models 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 the U.S
1.2.6. Bilingualism in Spain
1.2.7. Bilingualism in Latin America

1.3. Cultural Dimension of Bilingualism

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

1.4. Mother Tongue Role in Bilingual Education

1.4.1. The Acquisition of Language 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 the Mother Tongue in the Foreign Language Classroom

1.5. Neuroeducation and Bilingualism

1.5.1. The 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 about Bilingualism

1.6.1. Introduction
1.6.2. Theory of Linguistic Interdependence
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. The Programs of Linguistic Immersion

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. Criticism to the Theory

1.8. Early Literacy in Bilingual Children

1.8.1. Definition of Emergent Literacy
1.8.2. Growing Up in a Bilingual Family
1.8.3. Reading Stories in the Mother Tongue
1.8.4. Literacy in L2 as Instructional and Majority
1.8.5. Literacy in L2 as a Foreign Language

1.9. Relations and Influences Between L1 and L2

1.9.1. Family Literacy
1.9.2. Mother Tongue Literacy at School
1.9.3. Impact of Literacy in L1 and L2
1.9.4. Advantages of the Use of the Mother Tongue in the Bilingual Classroom
1.9.5. The Mother Tongue in the Teaching of English

1.10. Role of the Bilingual Teacher

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

Module 2. Content and Language Integrated Learning (CLIL)

2.1. Objectives and Foundation

2.1.1. Definition
2.1.2. Basic Principles
2.1.3. Types CLIL
2.1.4. Advantages CLIL

2.2. Relations Between Content and Language

2.2.1. Characteristics of CLIL Curriculum
2.2.2. Challenges Associated With Language
2.2.3. The L2 in the CLIL Classroom “Classroom Language”
2.2.4. Collaborative Work of Teachers

2.3. Scaffolding CLIL

2.3.1. Zone of Proximity Development (ZPD)
2.3.2. Importance of Scaffolding in CLIL
2.3.3. The Interaction
2.3.4. Techniques and Activities for Scaffolding

2.4. Active Methodologies for the Development of CLIL

2.4.1. Characteristics and Benefits
2.4.2. Problem-Based Learning
2.4.3. The Flipped Classroom
2.4.4. Gamification
2.4.5. Cooperative Learning

2.5. Design and Development of Materials for CLIL

2.5.1. Importance of Materials CLIL
2.5.2. Types of Materials and Resources
2.5.3. Bloom’s Taxonomy
2.5.4. Keys for the Development of Materials

2.6. Teaching of Natural Sciences Through CLIL

2.6.1. The Challenges of the CLIL Approach
2.6.2. Activation of Prior Knowledge
2.6.3. Scaffolding Strategies
2.6.4. Research and Interaction in the Classroom
2.6.5. Assessment

2.7. Teaching of Social Sciences Through CLIL

2.7.1. Characteristics of the CLIL Classroom of Social Sciences
2.7.2. Types of Activities
2.7.3. Plan a CLIL Unit
2.7.4. Graphic Organizers for Mind Maps

2.8. Artistic Teaching Through CLIL

2.8.1. The 4 Cs in CLIL Classroom of Art
2.8.2. Advantages of Teaching Art at School
2.8.3. Keys for CLIL Art Sessions
2.8.4. The L2 in the CLIL Classroom of Art
2.8.5. Keys to Encourage Participation of Students

2.9. STEAM: Integrated Teaching of Science, Technology, Engineering, Arts and Maths Through CLIL

2.9.1. Definition of STEAM
2.9.2. The STEAM Approach at Early Ages
2.9.3. STEAM Approach in Schools
2.9.4. STEAM Learning and Scaffolding

2.10. Assessment

2.10.1. Principles to Assess CLIL
2.10.2. When the Assessment is Effective: Diagnostic, Formative, Summative?
2.10.3. Specific Characteristics of CLIL
2.10.4. Self-Assessment and Assessment of Peers
2.10.5. Assess Content Language
2.10.6. Strategies Resources for Assessment

Module 3. Educational Methodology and Didactics for Bilingual Education

3.1. Learning the L2. 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

3.2. L2 and Interaction

3.2.1. The Role of Interaction in Learning
3.2.2. The Interaction in the Learning of the Mother Tongue
3.2.3. The Interaction in Learning L2
3.2.4. Types of Interaction in the Foreign Language Classroom
3.2.5. Teacher Talking Time

3.3. The Role of Emotions in Learning L2

3.3.1. Emotions and Learning
3.3.2. The Theory of Output
3.3.3. How Anxiety Affects Learning?
3.3.4. Emotions and Confidence
3.3.5. Motivation

3.4. The Communication Skills of English

3.4.1. The Integration of Communication Skills
3.4.2. CERL. Common European Framework of Reference for Languages
3.4.3. Reference Levels

3.5. Creation of a Bilingual Learning and Communication Environment

3.5.1. Day-to-Day Language in the School
3.5.2. Corridors and Common Spaces
3.5.3. The Classroom Space
3.5.4. The Participation of the Teaching Staff and the Community

3.6. The Relationship with Families and the Environment

3.6.1. The Perception of the Family of Bilingualism
3.6.2. Communication Tools Relationship
3.6.3. Participation in the School
3.6.4. Follow-up at Home and Homework

3.7. Educational Success Actions in the Bilingual Classroom

3.7.1. Definition and Keys of the Successful Educational Actions (SEAS)
3.7.2. Interactive Groups: Definition and Foundation
3.7.3. Classroom Organization in Interactive Groups
3.7.4. Dialogic Literary Gatherings: Definition and Operation
3.7.5. Organization and Operation of the DLG

3.8. Methodologies for the Bilingual Classroom: TASC Wheel

3.8.1. Presentation of the TASC Wheel
3.8.2. The Thinking Skills
3.8.3. Steps for Use
3.8.4. Products and Evaluation

3.9. Methodologies for the Bilingual Classroom: The Flipped Classroom

3.9.1. Definition and Models
3.9.2. Origin. Advantages and Disadvantages
3.9.3. Guidelines for Design
3.9.4. Flipped Classroom in the Bilingual Classroom

3.10. Methodologies for the Bilingual Classroom: Cooperative Learning

3.10.1. Definition of Cooperative Learning
3.10.2. Conditions for Cooperative Learning
3.10.3. Psychopedagogical Foundation
3.10.4. Cooperation, Interaction, Performance and Inclusion
3.10.5. Organization of Cooperative Learning

Module 4. Oral Skills. Listening and Speaking

4.1. What is the Meaning of Listening on Real Life?

4.1.1. Redundancy
4.1.2. Noise
4.1.3. Understanding Colloquial Language
4.1.4. Listening to English as a Foreign Language
4.1.5. Fatigue
4.1.6. Understanding Different Accents
4.1.7. Best Listening Materials

4.2. Classroom Activities

4.2.1. Listening Exercises
4.2.2. L2 or L1?
4.2.3. Preparation to Real Life Hearing Conversation
4.2.4. Entertainment

4.3. Perception for Listening

4.3.1. Listening in the Classroom
4.3.2. Cognitive Processes in Listening Top-Down and Bottom-Up Processing Controlled and Automatic Processing Perception, Parsing and Utilization Metacognition

4.3.3. Perception for Listening in a Colloquial Language Used in Real Life
4.3.4. Cultural Differences to Perception for Listening
4.3.5. Improving Listening Comprehension Skills

4.4. Colloquial Language

4.4.1. Introduction to Colloquial Language 1
4.4.2. What the Colloquial Language 1 is?
4.4.3. Colloquial Language and Swear Words 2
4.4.4. Colloquial Language to promote the Listening Comprehension

4.5. Pictures

4.5.1. Identifying and Ordering
4.5.2. Altering and Marking
4.5.3. Maps. Naming Features
4.5.4. Alterations
4.5.5. Ground-Plans

4.6. Evaluation of Listening Comprehension

4.6.1. The Meaning of Evaluation
4.6.2. Designing an Assessment System Overall Plan Content Definition Test Specifications Item Development Test Design and Assembly Test Production Test Administration Scoring Examination Responses Establishing Passing Scores Reporting Examination Results Item Banking Test Technical Report

4.6.3. Languages Evaluation within the CEFR
4.6.4. Evaluation of Listening Comprehension Process

4.7. How to Teach Speaking: Strategies and Methods?

4.7.1. Introduction
4.7.2. How to Engage Students in Speaking?
4.7.3. How to Teach Speaking?
4.7.4. Strategies to Teach Speaking Skills
4.7.5. Methods to Teach Speaking

4.8. Speaking in Class: Communication Strategies

4.8.1. Introduction
4.8.2. Communication Strategies: Definition
4.8.3. Non-Verbal Communication Strategies in Class
4.8.4. Verbal Communication Strategies in Class
4.8.5. Relationship Between Non-verbal and Verbal Communication Strategies

4.9. English Pronunciation, Stress and Intonation

4.9.1. Introduction
4.9.2. Pronunciation
4.9.3. Stress
4.9.4. Intonation
4.9.5. Relation Between Speaking and Listening Comprehension
4.9.6. Methods to Teach Pronunciation

4.10. Evaluation of Speaking

4.10.1. Introduction
4.10.2. The Meaning of Evaluation and Assessment
4.10.3. Effective Evaluation and Assessment
4.10.4. Rubric: Definition
4.10.5. Assessment Rubrics Design
4.10.6. Developing a Rubric to Evaluate Speaking
4.10.7. Other Methods of Evaluating Speaking Skills

Module 5. Reading Comprehension

5.1. L2 Reading at High School

5.1.1. Metacognition and Reading
5.1.2. Reading Strategies
5.1.3. Motivation and Reading
5.1.4. The Matthew Effect in Reading

5.2. Types of Reading

5.2.1. Reading in an L2 Classroom
5.2.2. Intensive Reading
5.2.3. Extensive Reading

5.3. Reading Comprehension Strategies

5.3.1. Definition and Taxonomy of Reading Strategies
5.3.2. Bottom-Up and Top-Down Strategies
5.3.3. Explicit Instruction in Strategies
5.3.4. Strategies to Improve Fluency and Comprehension

5.4. Graphic Organizers, Concept and Mind Maps

5.4.1. Graphic Organizers to Improve Reading
5.4.2. Types of Graphic Organizers
5.4.3. Differences Between Graphic Organizers, Concept Maps and Mind Maps
5.4.4. Concept Maps and Reading

5.5. Dialogic Reading

5.5.1. The Principles of Dialogic Reading
5.5.2. Reading Godmothers and Godparents in English
5.5.3. Accompanied Reading in English
5.5.4. Tutoring Library

5.6. English Literature in an ESL Classroom

5.6.1. The Role of Literature in an ESL Classroom
5.6.2. Literature Introduction through “Readers”
5.6.3. Dialogic Literary Gatherings in a Bilingual Classroom

5.7. Storytelling and Reading Out Loud

5.7.1. Storytelling in a Classroom
5.7.2. Reading or Telling Stories
5.7.3. Storytelling as a Tool for L2 Teaching
5.7.4. Digital Storytelling for Secondary Students
5.7.5. Students Reading Aloud
5.7.6. Teachers Reading Aloud

5.8. Picture Books at Secondary School

5.8.1. Reasons to Use Picture Books in a High School Classroom
5.8.2. Definition and Features of a Picture Book
5.8.3. Selection Criteria
5.8.4. Activities and Usage Strategies
5.8.5. Picture Books for Secondary School Students

5.9. School Library, Literacy Centers and Reading in L2

5.9.1. The Aims of a High School Library
5.9.2. The ESL School Library
5.9.3. Reading Corners in Class
5.9.4. Literacy Center in a Secondary High Classroom

5.10. Reading Comprehension Assessment

5.10.1. Comprehension Reading Levels
5.10.2. Assessment of Reading Comprehension
5.10.3. The Use of Tests for Reading Assessment
5.10.4. Assessing ESL Reading Comprehension through Rubrics

Module 6. Writing in L2 (English)

6.1. The Meaning of Writing in L2 (English)

6.1.1. Introduction
6.1.2. Definition of Writing
6.1.3. Differences between Spoken and Written Language
6.1.4. The Writing Process Content Audience Purpose

6.1.5. Benefits of Writing

6.2. Writing Skills Development

6.2.1. Introduction
6.2.2. The Process Approach
6.2.3. The Product Approach
6.2.4. Comparison between both approaches
6.2.5. Activities to Develop Writing Skills

6.3. Relationship Between Writing and Grammar

6.3.1. Introduction
6.3.2. Meaning of Grammar
6.3.3. How to Teach Grammar?
6.3.4. Importance of Grammar in Writing
6.3.5. Style
6.3.6. Punctuation

6.4. Scaffolding Writing Skills

6.4.1. Introduction
6.4.2. Meaning of Scaffolding
6.4.3. Scaffolding Students’ Writing
6.4.4. Scaffolding the Writing Process Prewriting Drafting Revising Editing Publishing

6.4.5. Teachers’ Role in the Scaffolding Writing Skills Process

6.5. Poetry and Writing

6.5.1. Introduction
6.5.2. Meaning of Poetry
6.5.3. Poetry in Class
6.5.4. Types of Poems
6.5.5. Picture Poems
6.5.6. Haiku
6.5.7. Pattern Poems
6.5.8. Songs
6.5.9. Free Verse
6.5.10. Benefits of Integrating Poetry in Class

6.6. Writing for academic purposes

6.6.1. Introduction
6.6.2. Meaning and Principles of Academic Writing
6.6.3. Types of Academic Writing
6.6.4. Use of Sources
6.6.5. Importance of Avoiding Plagiarism When to Quote? When to Paraphrase?

6.7. Creative Writing

6.7.1. Introduction
6.7.2. What Creative Writing Means?
6.7.3. Tips to Facilitate Creative Writing in Class Breaking the Writer’s block

6.7.4. Activities to Practise Creative Writing in Class

6.8. Collaborative Writing Strategies and Activities

6.8.1. Introduction
6.8.2. What Collaborative Writing Means?
6.8.3. Collaborative Writing Strategies
6.8.4. Role of Teachers and Students in Collaborative Writing Tips for Teachers to Support Collaborative Writing

6.8.5. Collaborative Writing Activities

6.9. Web 2.0 and Social Media to Promote Writing

6.9.1. Introduction
6.9.2. What Web 2.0 and Social Media Mean?
6.9.3. Web 2.0 Technologies and Services Blogs Wikis Other tools

6.9.4. Innovation Thanks to Web 2.0 and Social Media

6.10. Evaluation of Writing Skills

6.10.1. Introduction
6.10.2. The Meaning of Evaluation and Assessment
6.10.3. Strategies to Improve the Evaluation of Writing
6.10.4. Rubric: What Is It and How to Create One
6.10.5. Writing Conventions: Symbols Used to Correct Writings

Module 7. Writing in L2 (English)

7.1. Linguistic Variety of Spanish: Geographic or Diatopic Variety

7.1.1. General Principles
7.1.2. Geographic or Diatopic Variety Language, Dialect, Speech and Accent Spanish Dialects in Spain and Latin America Spanish Dialects in Spain Castilian or Castilian Spanish Andalusian Spanish Canary Islands Spanish

7.2. Spanish dialects in Latin America

7.2.1. Caribbean Spanish
7.2.2. Mexican and Central American Spanish
7.2.3. Andean Spanish
7.2.4. Southern Spanish
7.2.5. Chilean Spanish
7.2.6. American Spanish

7.3. Linguistic Variety of Spanish: Situational Variety, Sociocultural or Diastratic Variety and Historical or Diachronic Variety

7.3.1. Languages in Contact
7.3.2. Situational or Diaphasic Variety Language Registers Slang and Jargon

7.3.3. Sociocultural or Diastratic Variety Social Levels of language

7.3.4. Historical or Diachronic Variety A Journey from Medieval to Modern Spanish: Phonic and Morphosyntactic Features of Medieval Spanish

7.4. Classic Spanish

7.4.1. Lexical Features of Medieval Spanish
7.4.2. Classical Spanish

7.5. Modern Spanish and Model of Spanish in the Classroom

7.5.1. Modern Spanish Spelling, Phonetics, Grammar and Lexicon
7.5.2. What Is Model Spanish in The ELE Classroom? (I) The Varilex Project

7.6. Web Resources for Lexical Instruction and The Study and Teaching of Phonology and Phonetics

7.6.1. What Is Model Spanish in The ELE Classroom? (II) CORDE, CREA, CORPES XXI, Educalingo and Audiolingua

7.6.2. Study and Teaching of Phonology and Phonetics General Fundamentals of Phonetics and Phonology Teaching Pronunciation Determining Elements for Learning Teaching Methods

7.7. Teaching Pronunciation and Teaching Spelling: Punctuation Marks

7.7.1. Adequate Pronunciation in the ELE Classroom
7.7.2. Using ICT for Teaching Pronunciation in the Spanish as a Foreign Language Classroom
7.7.3. Orthography Orthographic Signs: The Umlaut and The Prosodic Function of The Tilde

7.8. Teaching Spelling (I)

7.8.1. Diphthongs, Triphthongs and Hiatus Spelling
7.8.2. The Diacritical Function of The Accent Mark
7.8.3. Punctuation Marks Speech Delimiters (I): Period, Comma and Semicolon

7.9. Teaching Spelling (II)

7.9.1. Discourse Delimiters (II): Colon
7.9.2. Delimiters of The Second Speech
7.9.3. Indicators of Modality or Omission of Statements
7.9.4. Auxiliary Signs: Hyphen, Slash and Apostrophe
7.9.5. Use of Uppercase and Lowercase Letters
7.9.6. Word Composition
7.9.7. Acronyms and Abbreviations
7.9.8. Foreign and Borrowed Words

7.10. Morphology (I)

7.10.1. Word Formation
7.10.2. Grammatical Categories (I) The Noun The Verb The Adjective The Adverb

7.11. Spanish Morphology (II) and Syntax

7.11.1. Grammatical Categories (II) The Article and Personal Pronouns Possessives Demonstratives Relatives, Interrogatives and Exclamatives Indefinite and Numerical Quantifiers Prepositions Conjunctions

7.11.2. Syntax The Spoken Voice Sentence Classification

Module 8. Methodology and Didactics of Teaching Spanish as a Second Language

8.1. Competency-Based Learning of Spanish

8.1.1. General Skills
8.1.2. Linguistic Communication Competency
8.1.3. Programming Didactic Units by Competence
8.1.4. Skills Evaluation
8.1.5. Rubrics to Assess Competencies
8.1.6. Portfolio and Skills
8.1.7. Teaching Implications for the Spanish as a Foreign Language Classroom

8.2. Planning of a Spanish Course

8.2.1. Common European Framework of Reference for Languages
8.2.2. Language Programs
8.2.3. Needs Analysis
8.2.4. Objectives
8.2.5. Assessment
8.2.6. Contents
8.2.7. Material and Manual Analysis

8.3. L2 Learning. Methods and Approaches

8.3.1. Methods and Approaches
8.3.2. Communicative Approach
8.3.3. L2 and Interaction
8.3.4. The Role of Emotions in L2 Learning
8.3.5. Problem-Based Learning
8.3.6. The Flipped Classroom
8.3.7. Gamification
8.3.8. Cooperative Learning

8.4. Literature in the Didactics of Spanish

8.4.1. The role of Literature in the Spanish Classroom
8.4.2. Objectives of the Teaching of Literature
8.4.3. Literary Genres in Spanish Class
8.4.4. Dialogic Reading and Spanish as Foreign Language
8.4.5. Dialogical Literary Gatherings in the Spanish as a Foreign Language Classroom

8.5. Dialogic Learning in the Spanish as a Foreign Language Classroom. Interactive Groups

8.5.1. Managing the Classroom
8.5.2. Group Dynamics and Their Phases
8.5.3. Group Dynamics in the Spanish a Foreign Language Classroom
8.5.4. Educational Techniques in the Spanish a Foreign Language Classroom
8.5.5. Dialogic Learning
8.5.6. Interactive Groups

8.6. Written Language Didactics

8.6.1. Language Skills/Language Activities
8.6.2. Reading Comprehension Didactics
8.6.3. Activities to Develop Reading Comprehension
8.6.4. Teaching Didactics for Written Expression and Interaction
8.6.5. Activities to Develop Written Expression
8.6.6. Criteria to Assess Written Comprehension
8.6.7. Criteria to Assess Oral Comprehension

8.7. Oral Language Didactics

8.7.1. Listening Comprehension Didactics
8.7.2. Activities to Develop Listening Comprehension
8.7.3. Oral Expression and Interaction Didactics
8.7.4. Activities to Develop Oral Expression and Interaction
8.7.5. Criteria to Assess Oral Comprehension
8.7.6. Criteria to Assess Oral Expression

8.8. Lexicon Didactics

8.8.1. What is the Lexicon?
8.8.2. Lexicon Learning
8.8.3. Lexical Approaches and Communicative Teaching
8.8.4. Lexical Approach in Spanish as a Foreign Language Textbooks
8.8.5. Lexicon and Skills

8.9. Didactics of Linguistic Mediation

8.9.1. What is Linguistic Mediation
8.9.2. Background on Linguistic Mediation
8.9.3. Linguistic Mediation and Cultural Mediation
8.9.4. Typologies of Linguistic Mediation
8.9.5. Types of Linguistic Mediation in the Spanish as a Foreign Language Classroom
8.9.6. Mediatory Competence
8.9.7. Activities for Linguistic Mediation in the Spanish as a Foreign Language Classroom

8.10. Content Research and Creation Through the iPad/ Tablet

8.10.1. Tools for Searching for Information
8.10.2. Tools for Collaborative Work
8.10.3. Tools to Create, Edit, Transform
8.10.4. Tools to Develop Linguistic Competence
8.10.5. Tools for Assessment
8.10.6. Apps for the Spanish a Foreign Language Classroom
8.10.7. Tools for the Flipped Spanish a Foreign Language Classroom

Module 9. Educational Resources for Teaching Spanish as a Second Language

9.1. Identification, Selection and Adaptation of Resources for Teaching Spanish as an L2

9.1.1. What Are Educational Materials?
9.1.2. Types of Educational Materials
9.1.3. Keys for the Development of Materials
9.1.4. Adapting Educational Materials

9.2. Educational Resources: Flashcards and Pictures

9.2.1. Why Use Images?
9.2.2. How to Use Images in the Spanish as Foreign Language Classroom
9.2.3. Types of Flashcards
9.2.4. Flashcard Activities

9.3. Working with Graded Readings

9.3.1. Definition of Graded Reading and Characteristics
9.3.2. Advantages of Extensive Reading
9.3.3. Strategies for using Graded Reading in the Classroom
9.3.4. Activities with Graded Readings in the Classroom

9.4. Games, Activities, Board Games

9.4.1. Play
9.4.2. Play in Learning
9.4.3. Play in the Classroom
9.4.4. Gamification
9.4.5. Types of Games

9.5. Drama and Role Plays

9.5.1. Drama and Dramatic Play
9.5.2. Using Drama for Learning English
9.5.3. Differences Between Theatre and Dramatic Play

9.6. Poems, Rhymes, and Tongue Twisters

9.6.1. Why Use Poetry for Teaching L2 in the Classroom
9.6.2. Rhymes
9.6.3. Tongue Twisters

9.7. Blogs and Wikis for Teaching Spanish as a foreign Language

9.7.1. What is a Blog?
9.7.2. Possibilities of Blogs in the Spanish as Foreign Language Classroom
9.7.3. Keys for Organizing and Designing a Blog
9.7.4. Examples of Blogs for Teaching Spanish as a Foreign Language
9.7.5. What is a Wiki?
9.7.6. Uses of Wikis in the Spanish as Foreign Language Classroom
9.7.7. Examples of Wikis for Teaching Spanish as a Foreign Language

9.8. Educational Worksheets in the Spanish as Foreign Language Classroom

9.8.1. What Are Didactic Worksheets?
9.8.2. Why Use Worksheets?
9.8.3. How to Use Worksheets in the Spanish as Foreign Language Classroom
9.8.4. Types of Worksheets
9.8.5. Adaptation, Design and Creating Worksheets

9.9. Teaching Resources: iPads and Tablets to Teach Spanish as a Foreign Language

9.9.1. iPads/Tablets in a Language Classroom
9.9.2. Apps for the Classroom
9.9.3. Specific Apps to Learn Spanish
9.9.4. Online Resources

9.10. Educational Resources: Videos and Films

9.10.1. Why use Short Animation Films?
9.10.2. Keys to Using Short Films in the English Classroom?
9.10.3. How to Choose a Short Film?
9.10.4. Activities to do Before, During, and After the Viewing

Module 10. Educational Research and Assessment in Teaching Spanish as a Second Language

10.1. Assessment Nature and Objectives

10.1.1. The Concept of Assessment
10.1.2. Assessment Objectives
10.1.3. Characteristics of Educational Assessment
10.1.4. Necessity of the Assessment
10.1.5. Typology of the Assessment

10.2. A Brief Historical Review of the Concept of Assessment in Second Language Acquisition

10.2.1. From Structuralism to the Communicative Model
10.2.2. Refinement of Assessment Techniques and New Procedures
10.2.3. The Importance of Ethics
10.2.4. The Future of Second Language Testing

10.3. Assessment in CEFR

10.3.1. CEFR: Meaning and Importance of the Document
10.3.2. Types of Assessment According to MCER
10.3.3. Basic Qualities of Any Assessment

10.4. Assessment Process in the Classroom

10.4.1. Guidelines for Classroom Assessment
10.4.2. Instruments for Continuous Formative Assessment
10.4.3. Assessment of Language Skills

10.5. Language Testing in L2 Teaching

10.5.1. The Need for Certificates
10.5.2. Good Exam Requirements
10.5.3. Phases in the Development of an Exam
10.5.4. Tests

10.6. Difficulties in Oral Language Assessment

10.6.1. Oral Expression and Interaction
10.6.2. The Oral Proficiency Interview
10.6.3. The Role of the Interviewer in Oral Examinations

10.7. Assessment in Second Language Teaching for Immigrants

10.7.1. Teaching Spanish as a Tool for Integration
10.7.2. Santander Manifesto and Alicante Proposals
10.7.3. Methods and Resources for Teaching Spanish as a Foreign Language to Immigrants
10.7.4. Spanish Assessment for Immigrant Students

10.8. Use of ICT for Assessment in the Spanish as a Foreign Language Classroom

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