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Introduction to the Program
Conoce los últimos avances en CLIL Methodology in the Pre-School and Primary School Classroom”
Esta Postgraduate diploma en CLIL Methodology in the Pre-School and Primary School 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 CLIL Methodology in the Pre-School and Primary School Classroom”
Esta Postgraduate diploma en CLIL Methodology in the Pre-School and Primary School Classroom contiene el programa científico más completo y actualizado del mercado. Las características más destacadas del curso 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.
Esta 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 CLIL Methodology in the Pre-School and Primary School Classroom, obtendrás un título por la mayor Universidad Digital del mundo, TECH”
Incluye en su cuadro docente a profesionales pertenecientes al ámbito de la CLIL Methodology in the Pre-School and Primary School 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 docente contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la CLIL Methodology in the Pre-School and Primary School Classroom y con gran experiencia docente.
Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de esta Postgraduate diploma”
Aprovecha la oportunidad para conocer los últimos avances en CLIL Methodology in the Pre-School and Primary School Classroom y mejorar la formación de tus alumnos”
Syllabus
A 100% online academic experience with which you will achieve the highest teaching level in only 6 months”
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 the USA.
1.2.6. Bilingualism in Spain BORRAR
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 Early Childhood Curriculum
1.8.2. Myths about Bilingualism in Early Ages
1.8.3. The Place of the Second Language in the Early Childhood Classroom
1.8.4. Routines
1.8.5. Working in Corners
1.8.6. Materials and Resources for Teaching English to Infants and Toddlers
1.9. Bilingualism in Primary School
1.9.1. The Languages in the Primary School Syllabus
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. CLIL Methodology
2.1. Objectives and Fundamentals
2.1.1. Definition
2.1.2. Basic Principles
2.1.3. Types of CLIL
2.1.4. Advantages of CLIL
2.2. Relationships Between Content and Language
2.2.1. Features of the CLIL Curriculum
2.2.2. The Teaching Language
2.2.3. Language as a Vehicle
2.2.4. Language as a Learning Goal
2.3. Scaffolding in CLIL
2.3.1. The Importance of Scaffolding in CLIL
2.3.2. The Zone of Proximal Development
2.3.3. Student Autonomy
2.3.4. Interaction
2.3.5. Scaffolding Techniques and Activities
2.4. Active Methodologies for CLIL Development
2.4.1. Features 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 CLIL Materials
2.5.1. The Importance of Materials in 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 Natural Sciences through CLIL
2.6.1. Activating Prior Knowledge
2.6.2. Input and Output
2.6.3. Collaborative Activities
2.6.4. Research in the Classroom
2.6.5. Assessment
2.7. Teaching Social Sciences through CLIL
2.7.1. Activating Prior Knowledge
2.7.2. Input and Output
2.7.3. Collaborative Activities
2.7.4. Research in the Classroom
2.7.5. Assessment
2.8. Teaching Art Through CLIL
2.8.1. Advantages of CLIL in Art
2.8.2. Cultural and Artistic Competence
2.8.3. Input and Output
2.8.4. Activities
2.8.5. Assessment
2.9. STEAM: Integrated Teaching of Science, Technology, Engineering, Arts and Maths Through CLIL
2.9.1. Definition of STEAM
2.9.2. Principles of Effective STEAM Teaching
2.9.3. Examples of STEAM and CLIL Activities and Lessons
2.10. Assessment
2.10.1. Principles of CLIL Assessment
2.10.2. When Is Assessment Effective: Diagnostic, Formative, Summative
2.10.3. Specific Features of CLIL
2.10.4. Self and Peer Assessment
2.10.5. Assess Content and Language
2.10.6. Assessment Strategies and Resources
Module 3. Teaching Resources for Bilingual Classrooms
3.1. Games, Activities, Board Games
3.1.1. Reasons for Using Games
3.1.2. Types of Games
3.1.3. Vocabulary Games
3.1.4. Grammar Games
3.1.5. Speaking Games
3.1.6. Board Games
3.2. Drama and Role Plays
3.2.1. Reasons for Using Theater
3.2.2. Ways of Incorporating Drama in the English Classroom
3.2.3. Selection of Plays and their Preparation
3.2.4. Reasons for Using Role Play
3.2.5. How to Use Role Play in English Language Teaching
3.2.6. Language Learning and Role Play
3.3. Poems, Rhymes, and Tongue Twisters
3.3.1. Definition of Poems, Rhymes and Tongue Twisters
3.3.2. The Advantages of Using Them in English Language Teaching
3.3.3. Searching and Choosing Materials
3.3.4. Activities
3.4. Songs and Chants
3.4.1. The Difference Between Songs and Chants
3.4.2. Steps for Using Songs in the Classroom
3.4.3. Activities for Before, During and After a Song
3.4.4. How to Create a Chant for the Classroom
3.5. Teaching with Puppets
3.5.1. Why Use Puppets
3.5.2. Ways of Using Puppets in the Classroom
3.5.3. Choosing Puppets
3.5.4. Making Puppets
3.6. Crafts.
3.6.1. Advantages of Using Crafts
3.6.2. Keys to Using Arts and Crafts in the English Classroom
3.6.3. How to Incorporate Language into the Activity
3.6.4. Activities
3.7. Worksheets
3.7.1. Why Use Worksheets
3.7.2. How to Use Worksheets in the English Classroom
3.7.3. Types of Worksheets
3.7.4. Designing and Creating Worksheets
3.8. Teaching Resources: Flashcards and Pictures
3.8.1. Why Use Flashcards
3.8.2. Keys to Using Flashcards in the English Classroom
3.8.3. Types of Flashcards
3.8.4. Flashcard Activities
3.9. Didactic Resources: Videos and Animated Short Films
3.9.1. Why Use Short Animation Films
3.9.2. How to Use Short Films in the English Classroom
3.9.3. How to Choose a Short Film
3.9.4. Activities to do Before, During, and After the Viewing
3.10. Blogs and Wikis
3.10.1. What is a Blog?
3.10.2. Why Use a Blog
3.10.3. Types of Blogs Used in the English Classroom
3.10.4. What is a Wiki?
3.10.5. Why Use a Wiki
3.10.6. Wikis for Collaborative Learning
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Postgraduate Diploma in CLIL Methodology in the Pre-School and Primary School Classroom
The CLIL (Content and Language Integrated Learning) methodology aims at teaching curricular areas or subjects in a foreign language, which allows students in kindergarten and primary education to learn and develop skills in different areas while improving their competence in a second language. This methodology is based on the integration of content from one or more curricular areas with the foreign language, providing students with the opportunity to acquire knowledge of the different subjects in a linguistic immersion environment. This is done through the implementation of activities and projects that combine curricular content with real situations that involve the use of the foreign language. It focuses on the development of communication skills, both oral and written, in the foreign language, through creative and playful activities that motivate students and allow them to learn in a meaningful way. In addition, it seeks to develop their critical thinking, creativity and ability to work in teams.
The CLIL methodology in the pre-school and primary classroom allows students to acquire knowledge of different subjects while improving their competence in a foreign language, thus developing skills and competencies that will be useful in the future. TECH, the world's largest online university, has the Postgraduate Diploma in CLIL Methodology in the Pre-School and Primary Classroom academic program designed to provide students with the skills and tools necessary to teach in a bilingual environment, using a variety of methodologies and specific approaches for teaching curricular content in a foreign language. Students learn to select and design varied educational activities adapted to the ages of the students, for the learning as complete as possible of the contents in the foreign language and of the language itself. In addition, the importance of learning assessment in the bilingual classroom is emphasized and appropriate techniques and tools for the assessment of these students are explored.