This online academic program will allow you to learn the most advanced digital tools and resources to offer Bilingual educational spaces"

Learning at least two languages in today's globalized society is a pending task for many people. For this reason, Bilingual schools are increasingly in demand 
to start the education of individuals at an early age. 

That is why it is a great opportunity for success and professional evolution for teachers or educational staff to know how to organize a bilingual school, to understand all that it entails and to do it effectively.

For this, training and updating of knowledge is necessary. Therefore, TECH has created this Postgraduate certificate that offers a broad agenda to define a specialized profile in terms of the subject of study. In 2 learning modules they will find all the relevant aspects to achieve a space for education in 2 or more languages.

They will obtain specific knowledge about the organization and structure of bilingual schools, attention to diversity and special educational needs. They will master the functions and roles of the bilingual project coordinator, success factors, such as the participation and training of family members and the creation of interactive groups. 

These, among other fundamental aspects, will be expanded in a syllabus developed by leading experts in the field. Therefore, the professional will be able to generate a bilingual learning and communication environment according to the needs of the environment. Being a 100% online course, you will be able to enjoy the freedom to choose where, how and when to study, therefore achieving their learning goal at their own pace. 

In order to evolve in your career it is essential to update your knowledge. Get trained with TECH"

This Postgraduate certificate in The Organization of a Bilingual School contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of case studies presented by experts in Bilingualism and Literacy for and Literacy in Pre-School and Primary Education
• The graphic, schematic, and practical contents with which they are created, provide practical information on the disciplines that are essential for professional practice 
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies  
• 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 

With this program you will learn to develop patterns and strategies of expression, voice modulation and interpretation of children's texts in English"

The program’s teaching staff includes professionals in the 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 professionals with situated and contextual learning, i.e., a simulated environment that will provide immersive training, designed for training oneself in real situations. 

The design of this program focuses on Problem Based  Learning, through which the professional must try to solve the  different situations  of professional practice that arise throughout the academic course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts.

Acquire new knowledge and become an expert in the The Organization of a Bilingual School"

The teacher will acquire the necessary tools for the introduction of drawing and crafts as a method of teaching English"

This Postgraduate certificate is integrated by 2 modules of study divided by more than 10 topics, which will allow the student to understand in a much easier way the broad content about The Organization of a Bilingual School. The syllabus takes into account the wide experience of TECH's professional team of teachers who share  real  and exemplary cases within the content. It is presented in different formats to dynamize the learning process and will be available through the virtual platform 24 hours a day. 

A complete curriculum that only TECH can offer thanks to the teachers and technology that accompany it"

Module 1. Organization of a Bilingual School

1.1. Regulatory Frameworks and External Assessments

1.1.1. Bilingual Centers in Spain
1.1.2. Bilingual Centers in Madrid
1.1.3. Linguistic Qualification
1.1.4. External Assessments

1.2. Organization and Structure of Bilingual Centers

1.2.1. The English Department
1.2.2. Organizing Subjects
1.2.3. The Characteristics of Bilingual Centers

1.3. The Integrated Curriculum

1.3.1. Integrated Language Curriculum
1.3.2. Linguistic Project of the Center
1.3.3. Guidelines for the Development of the Integrated Curriculum

1.4. Attention to Diversity, Special Educational Needs

1.4.1. Challenges of Bilingualism in Relation to SEN
1.4.2. Bilingualism and Intellectual Disability
1.4.3. Bilingualism and Language Disorders
1.4.4. Bilingualism and Emotional and Adaptive Difficulties
1.4.5. Late Incorporation Into the Bilingual Project
1.4.6. Students With Different Mother Tongues

1.5. Native Speaking Assistants/Assistants

1.5.1. The Profile of the Conversation Assistant
1.5.2. Duties of the Assistant
1.5.3. The Role of the Conversation Assistant
1.5.4. First Contact and Incorporation
1.5.5. Activities That Can Be Performed by the Conversation Assistant

1.6. Coordination of Teaching Teams

1.6.1. Formal Educational Coordination Bodies
1.6.2. Horizontal and Vertical Coordination
1.6.3. Bilingual Project Coordination Scopes and Needs
1.6.4. Keys for an Effective Coordination

1.7. Bilingual Project Coordination Duties and Roles

1.7.1. Duties of the Coordinator
1.7.2. Meetings and Coordination Issues
1.7.3. Keys to Coordinate a Work Team
1.7.4. Profile of the Coordinator

1.8. Creating a Bilingual Environment for Learning and Communication

1.8.1. Everyday Language at the Center
1.8.2. Corridors and Common Areas
1.8.3. The Classroom Space
1.8.4. Faculty and Community Involvement

1.9. Relationship With Families and the Environment

1.9.1. Families’ Perception of Bilingualism
1.9.2. Communication and Relationship Tools
1.9.3. Participation in the Center
1.9.4. Home Monitoring and Homework

1.10. Assessment of the Bilingual Project

1.10.1. Indicators of Assessment
1.10.2. Assessing the Involved Agents
1.10.3. Family Assessment
1.10.4. External Assessments

Module 2. Successful Educational Practices in Bilingual Education

2.1. Theoretical Framework. Included Project

2.1.1. The Included Project
2.1.2. Theoretical References
2.1.3. Student Grouping and Community Involvement
2.1.4. Extended Learning Time

2.2. Background: Learning Communities

2.2.1. The Information Society
2.2.2. Transformation Phases
2.2.3. Sleep
2.2.4. Mixed Committees
2.2.5. The Project at Present

2.3. Success Factors: the Grouping of Students

2.3.1. Heterogeneous Clustering Models
2.3.2. Mixed Clustering Models
2.3.3. inclusive Clustering Models

2.4. Success Factors: Participation and Training of Family Members

2.4.1. Training Family Members
2.4.2. Types of Participation and Their Impact on Success
2.4.3. Educational Participation

2.5. Learning through Dialogue

2.5.1. Equal Dialogue
2.5.2. Cultural Intelligence
2.5.3. Instrumental Dimension
2.5.4. The Creation of Meaning
2.5.5. Solidarity
2.5.6. Transformation
2.5.7. Equality of Differences

2.6. Interactive Groups

2.6.1. Description of The Interactive Groups
2.6.2. Non-Expert Volunteers
2.6.3. The Results of the Interactive Groups
2.6.4. The Interactive Groups in the Bilingual Classroom

2.7. Dialogic Interaction and Inquiry

2.7.1. The Sociocultural Perspective. Vigotsky
2.7.2. Types of interactions
2.7.3. Interactions and Identity Building
2.7.4. Communicative Acts
2.7.5. Dialogic Inquiry

2.8. The Role of Non-Expert Volunteers in the Bilingual Classroom

2.8.1. The Role of Volunteers
2.8.2. What To Do From School
2.8.3. Its Participation in the Assessment
2.8.4. Expert or Non-Expert Volunteers

2.9. Dialogic Reading

2.9.1. Definition of Dialogic Reading
2.9.2. Foundations of Dialogic Reading
2.9.3. English Reading Godmothers and Godfathers
2.9.4. Accompanied Reading

2.10. Dialogic Literary Gatherings in the Bilingual Classroom

2.10.1. The Origin of Dialogic Literary Gatherings
2.10.2. Interactions That Speed Up Reading
2.10.3. The Classics in Pre-School and Primary School
2.10.4. The Functioning of the Discussion Group

It will be 300 hours of study with the most advanced technology and innovative 100% online study methodology. Enroll now and live the experience"