This Postgraduate diploma in Teaching Grammar and Literature 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 teaching 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 Postgraduate diploma in Teaching Grammar and Literature 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 the Postgraduate diploma in Teaching Grammar and Literature in High School"

This Postgraduate diploma in Teaching Grammar and Literature 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 Grammar and Literature 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 Grammar and Literature in High School
• Practical exercises where the self-evaluation process can be carried out to improve learning
• Special emphasis on innovative methodologies in Teaching Grammar and Literature 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 Grammar and Literature in High School, you will obtain a Postgraduate diplomafrom TECH Global University"

It includes in its teaching staff professionals from the field of Teaching Grammar and Literature in High School, who contribute the experience of their work to this training, in addition to recognized specialists belonging to 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 Grammar and Literature in High School with extensive teaching experience.

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 Grammar and Literature in High School and improve the education of your students"

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

This Postgraduate diploma in Teaching Grammar and Literature 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 Reading

Module 2. Teaching Lexicon and Semantics 

2.1. Introduction to Lexicon and Semantics

2.1.1. Historical Precedents
2.1.2. Significance
2.1.3. Signs and Symbols
2.1.4. Linguistic Communication. The linguistic sign

2.2. Fundamentals

2.2.1. What is Semantics?
2.2.2. Semantics. Is it a Science?
2.2.3. Structural Semantics
2.2.4. Semantics and Society

2.3. Learning and Acquisition

2.3.1. Basic Principles
2.3.2. Pedagogical Methods
2.3.3. Evolutionary Development
2.3.4. Difficulties

2.4. Production and Creation

2.4.1. The Spanish Lexicon
2.4.2. Classification of the Lexicon
2.4.3. Word Formation
2.4.4. Semantic Phenomena

2.5. Lexical-Semantic Application

2.5.1. Need for Explicit Lexicon Teaching
2.5.2. Lexematics

2.6. Active Learning

2.6.1. What is Active Learning?
2.6.2. Pedagogical Model
2.6.3. Importance of Active Learning
2.6.4. Tools in the Classroom

2.7. Dictionaries

2.7.1. Typology
2.7.2. The Selection Process
2.7.3. The Dictionary as a Pedagogical Resource
2.7.4. Learning Tool
2.7.5. Resources and Strategies

Module 3. Teaching Literature

3.1. Teaching Literature and Literary Education 

3.1.1. Literary Education 
3.1.2. Encouragement to Read
3.1.3. Literary Competencies
3.1.4. Literary Education Plan

3.2. Children and Young Adults Literature (CYL) and the Classics

3.2.1. What is LIJ?
3.2.2. CYL and the High School Reading Plan
3.2.3. The Place for the Classics
3.2.4. Adaptations
3.2.5. Proposals for Reading the Classics

3.3. Text Commentary

3.3.1. History and Evolution of Text Commentary
3.3.2. Comprehension and Interpretation of Texts
3.3.3. Guide for Writing a Literary Text Commentary

3.4. Creative Writing

3.4.1. Creative Writing in the Literature Classroom
3.4.2. Writing Workshop
3.4.3. Gianni Rodari and the Art of Inventing Stories
3.4.4. Other Activities for Creative Writing

3.5. School Library

3.5.1. Objectives of the School Library in High School
3.5.2. Book Clubs
3.5.3. The Bibliographic Collection
3.5.4. Encouragement to Read in the School Library
3.5.5. Library, Cultural Dynamization and Participation of the School Community

3.6. Literary Routes

3.6.1. Definition and Origin
3.6.2. Literary Routes in the School Environment
3.6.3. Objectives of Literary Routes
3.6.4. Organization of the Literary Route

3.7. ICT and Literature

3.7.1. What is a Blog?
3.7.2. Keys for Organizing and Designing a Blog
3.7.3. Blogs in the Literature Classroom
3.7.4. Booktubers and Literary Education
3.7.5. Transmedia Literature

3.8. Dialogic Interaction and Inquiry

3.8.1. The Sociocultural Perspective. Vygotsky
3.8.2. Interactions and Identity Building
3.8.3. Communicative Acts
3.8.4. Dialogic Inquiry

3.9. Dialogic Reading

3.9.1. Foundations of Dialogic Reading
3.9.2. Reading Godmothers and Godfathers
3.9.3. Accompanied Reading
3.9.4. Tutored Library

3.10. Dialogical Literary Discussion Groups

3.10.1. The Origin of Dialogic Literary Discussion Groups
3.10.2. Interactions That Speed Up Reading
3.10.3. The Classics in Pre-School and Primary School
3.10.4. The Functioning of the Discussion Group
3.10.5. Other Dialogical Discussion Groups

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