This Postgraduate diploma in Teaching Spanish as a Foreign Language in High School will generate a sense of confidence in the performance of your profession, which will help you grow personally and professionally"

Teaching in high school implements the linguistic knowledge presented to the student at an early age and fosters the full development of communicative competencies. The attractive presentation of contents is a priority in the classroom to enhance the attention of the group, their motivation and approach to the didactic contents and to favor their instruction and subsequent application.

The Professional Master’s Degree pays special attention to the Teaching of SFL (Spanish as a foreign language) since one of the main objectives is to prepare teachers for teaching in multicultural groups when various languages are spoken. For all these reasons, different methodological approaches are presented to facilitate the teacher's work and the creation of activities within this specific framework. Interaction is essential to minimize the multicultural impact and enable the transition of the classroom from a teaching space to a social space. Finally, we will emphasize the relevance of information and communication technologies in the field of teaching. The presence of ICT in the classroom brings wide-ranging benefits and helps in the presentation of content. Once again, the work of the teacher is a fundamental factor in its use, since they must create a digital resource database that is reliable and oriented to teaching in High School Education.

In conclusion, the Professional Master’s Degree in Teaching Spanish as a Foreign Language in High School is focused on the development of skills in linguistics, comprehension and oral and written production. The development of a teaching plan and its corresponding units must be geared towards achieving a series of objectives also established at the beginning of the school year. The relevance of teacher preparation for teaching Spanish as a foreign language and the practical application of these foundations in a multicultural group, which has limited contact with the Spanish language, is a priority in this Postgraduate diploma, as the educator is often faced with this situation nowadays.

Finally, we present the benefits of using your own digital resource database that is practical and reliable in terms of its contents.

Update your knowledge through thePostgraduate diploma in Teaching Spanish as a Foreign Language in High School"

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

• More than 75 case studies presented by experts in Teaching Spanish as a Foreign Language in High School
• 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
• Latest information on Teaching Spanish as a Foreign Language in High School
• Practical exercises where the self-evaluation process can be carried out to improve learning
• Special emphasis on innovative methodologies in Teaching Spanish as a Foreign Language in High School
• All of this will be complemented by 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

This Postgraduate diploma may be the best investment you can make when selecting a refresher program, for two reasons: in addition to updating your knowledge in Teaching Spanish as a Foreign Language in High School, you will obtain a Postgraduate diploma from TECH Global University"

The teaching staff includes professionals belonging to the field of Teaching Spanish as a Foreign Language in High School, who contribute the experience of their work to this training, in addition to recognized specialists from reference 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 an immersive academic program to train in real situations.

This program is designed around Problem-Based Learning, whereby the teacher must try to solve the different professional practice situations that arise during the course. To do so, they will have the help of an innovative interactive video system created by leading experts in the field of Teaching Spanish as a Foreign Language in High School, who also have extensive teaching experience.
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Increase your decision-making confidence by updating your knowledge with this University Expert course"

Make the most of the opportunity to learn about the latest advances in Teaching Spanish as a Foreign Language in High School and improve the care of your students"

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the country, who are aware of the relevance of up-to-date training and are committed to quality teaching through new educational technologies.

This Postgraduate diploma in Teaching Spanish as a Foreign Language in High School contains the most complete and up-to-date scientific program on the market”

Module 1. Grammar and Literature in the Teaching Framework of Language

1.1. From Phoneme to Discourse

1.1.1. Introduction
1.1.2. The Phonic Level
1.1.3. The Morphological Level
1.1.4. The Syntax Level
1.1.5. The Lexical Level
1.1.6. The Semantic Level

1.2. Teaching Oral Expression

1.2.1. Introduction: Importance of Communicating
1.2.2. Characteristics of Oral Expression
1.2.3. The Skill of Listening and its Teaching
1.2.4. The Skill of Speaking and its Teaching
1.2.5. The Integration of Skills

1.3. Teaching Written Expression

1.3.1. Methodological Focus of Written Expression
1.3.2. The Phases in the Writing Process
1.3.3. Proposal of Writing Activities
1.3.4. Writing Assessment

1.4. Creative Writing

1.4.1. Methodological Focus of Written Expression
1.4.2. The Phases in the Writing Process
1.4.3. Proposal of Writing Activities
1.4.4. Writing Assessment

1.5. Reading

1.5.1. Introduction: What is Reading?
1.5.2. Reading Comprehension
1.5.3. Teaching Readin

Module 2. Foundations of Teaching Spanish as a Foreign Language

2.1. Fundamentals of Second Language Learning and Teaching

2.1.1. Introduction
2.1.2. General Theories of Foreign Language Learning and Acquisition
2.1.3. Variables in foreign language teaching

2.2. Methodological Approaches to Teaching SFL

2.2.1. Introduction
2.2.2. Traditional Methods
2.2.3. The Transition to More Modern Methods
2.2.4. Modern Approaches
2.2.5. New Trends in Language Learning

2.3. Grammar Pedagogy

2.3.1. Introduction
2.3.2. What do we mean by Grammar in Spanish as a Foreign Language?
2.3.3. Correct Selection of Linguistic or Grammatical Content
2.3.4. From Knowledge to Use of the Language
2.3.3. Explaining Grammar in the SFL Classroom

2.4. Pedagogy of Lexicon and Pragmatics

2.4.1. Introduction
2.4.2. Pedagogy of the Lexicon
2.4.3. Pedagogy of Pragmatics

2.5 Objectives, Programming and Evaluation of Courses, Teaching Units and Projects

2.5.1. Introduction
2.5.2. The Teaching Program
2.5.3. The Teaching Unit

2.6. Cultural Elements in the Teaching of Spanish

2.6.1. Introduction
2.6.2. What do we Understand by Culture?
2.6.3. On how to Teach Culture
2.6.4. Content Selection

2.7. The Game, Theater and other Resources for teaching Spanish as a Foreign Language

2.7.1. Introduction
2.7.2. The Game in the Spanish as a Foreign Language Classroom
2.7.2. Teaching how to do Theater

Module 3. ICT in the Language and Literature Classroom

3.1. New Technologies in Education

3.1.1. The Educational Context 2.0
3.1.2. Why use ICT?
3.1.3. The Digital Competencies of the Teacher and Student
3.1.4. Summary
3.1.5. Bibliography and Recommended Readings

3.2. ICT in the Classroom and its Application

3.2.2. Digital Book
3.2.3. Digital Whiteboard
3.2.4. Digital Backpack
3.2.5. Mobile Devices

3.3. ICT on the Web and its Application

3.3.1. Surfing and Searching for Information
3.3.2. Educational Software
3.3.3. Guided Activities on the Internet
3.3.4. Educational Blogs and Web Pages
3.3.5. Language and Literature Teacher’s Wikis
3.3.6. Learning Platforms: Moodle and Schoology
3.3.7. Google Classroom
3.3.8. Google Docs
3.3.9. MOOC

3.4. ICT for Language and Literature

3.4.1. Schemes, Concept and Mind Maps
3.4.2. Infographics
3.4.3. Presentations and Moving Texts
3.4.4. Creation of Videos and Tutorials
3.4.5. Gamification
3.4.6. Flipped Classroom
3.4.7. Summary

3.5. Design of Individual Activities for Language and Literature
3.6. Designing Collaborative Activities for Language and Literature

3.6.1. Creation of Collaborative Activities
3.6.2. Reading and Writing with ICT
3.6.3. Expanding Dialogue and Reasoning Skills with ICT
3.6.4. Attention to Group Diversity
3.6.5. Scheduling and Monitoring of Activities

3.7. Possible Risks of the Web
3.8. Evaluation with ICT in Language and Literature

3.8.1. ICT Evaluation Systems
3.8.2. The Eportafolio
3.8.3. Self-assessment, Peer Assessment and Feedback
3.8.4. Summary
3.8.5. Bibliography and Recommended Readings

3.9. My ICT Resources for Language and Literature with NT

A unique, key, and decisive educational experience to boost your professional development”