This Professional master’s degree in Teaching Language and Literature in High School will generate a sense of confidence in the performance of your profession, which will help you to grow personally and professionally”

One of the main objectives of this Professional master’s degree is to prepare students to teach in multicultural groups where many 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 Language 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 training for teaching Spanish as a foreign language (SFL) and the practical application of these fundamentals in a multicultural group which has limited contact with the Spanish language, is a priority in this program, 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.

This program helps professionals in this field to increase their ability to succeed, which results in better practice and performance that will have a direct impact on educational outcomes, on the improvement of the educational system and on the social benefit for the whole community.

Update your knowledge through the Professional master’s degree in Teaching Language and Literature in High School"

This Professional master’s degree in Teaching Language and Literature in High School contains the most complete and up-to-date program on the market. The most important features include:

• More than 75 case studies presented by experts in Teaching Language 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 Language and Literature in High School
• Practical exercises where the self-evaluation process can be carried out to improve learning
• With special emphasis on innovative methodologies in Teaching Language 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 Professional master’s degree is the best investment you can make when selecting a refresher program for two reasons: In addition to updating your knowledge in Teaching Language and Literature in High School, you will obtain a qualification from TECH Global University"

It includes in its teaching staff professionals belonging to the field of Teaching Language and Literature in High School, who contribute the experience of their work to this program, 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 immersive learning programmed 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 Language and Literature in High School with extensive teaching experience.

Increase your decision-making confidence by updating your knowledge through this Professional master’s degree"

Make the most of the opportunity to learn about the latest advances in Teaching Language 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 centers and universities in the country, aware of the current relevance of innovative education, and who are committed to quality teaching through new educational technologies.

This Professional master’s degree in Teaching Language and Literature in High School contains the most complete and up-to-date program on the market”

Module 1. Development and Education

1.1. Language and the Brain

1.1.1. Brain and Language
1.1.2. Communicative Processes of the Brain
1.1.3. The Brain and Speech. Acquisition and Development of Language and Communication

1.2. Psycholinguistics

1.2.1. Scientific Framework of Psycholinguistics
1.2.2. Objectives of Psycholinguistics
1.2.3. Language Processing System
1.2.4. Theories on the Development of Language Learning
1.2.5. The Information Processing System

1.2.5.1.Levels of Processing

1.2.6. Functional Architecture of the Language Processing System. Fodor’s Modularist Position

1.3. Language Development vs. Neural Development

1.3.1. Genetics and Language

1.3.1.1. FOXP2 (Forkhead Box P2)

1.3.2. Neurological Foundations of Language
1.3.3. Developmental Dyslexia
1.3.4. Specific Language Disorder (SLD)

1.4. Spoken Language and Written Language

1.4.1. Language
1.4.2. Comprehensive Language
1.4.3. Spoken Language
1.4.4. Reading Language
1.4.5. Dyslexia
1.4.6. Written Language
1.4.7. Dysgraphia

1.5. Bilingual Brain

1.5.1. Concept of Bilingualism
1.5.2. Bilingual Brain
1.5.3. Critical and Sensitive Periods
1.5.4. Positive and Negative Effects of Bilingualism
1.5.5. Brain of the Early Bilingual vs. Late Bilingual
1.5.6. Changes in Neural Circuits in Bilingual Brains
1.5.7. Learning Factors in the Acquisition of One or More Languages

1.5.7.1. Window of Opportunity
1.5.7.2. Aptitude
1.5.7.3. Motivation
1.5.7.4. Strategy
1.5.7.5. Consistency
1.5.7.6. Opportunity and Support
1.5.7.7. Linguistic Relationship Between Languages
1.5.7.8. Siblings
1.5.7.9. Gender
1.5.7.10. Right or Left-Handedness

1.5.8. Bilingualism. Cognitive and Executive Functions

1.6. Speech and Language Development Disorders

1.6.1. The Architecture of the Mind
1.6.2. Language

1.6.2.1. Language Development

1.6.3. Communication Disorders
1.6.4. Specific Speech and Language Development Disorders

1.6.4.1. Specific Language Development Disorder
1.6.4.2. Speech Development Disorders

1.7. Childhood Language Development

1.7.1. Childhood Language Development

1.7.1.1. Language Components

1.7.2. Errors in Language Development

1.7.2.1. Errors in the Content or Semantic Component
1.7.2.2. Errors in the Form Component

1.7.3. Communicative Contexts
1.7.4. The Influence of Context and Interaction on Language Development
1.7.5. The Relationship Between Gestures and Language Development

1.8. Adolescent Brain 

1.8.1. Adolescent Brain Mechanisms of Maturing 
1.8.2. Studies on the Adolescent Brain 
1.8.3. Neurosciences and Adolescence

Module 2. The Reality of the Classroom

2.1. The Educational System as a Social System

2.1.1. Educational System: Definition and Characteristics
2.1.2. Educational System: Components
2.1.3. Aims and Principles of Education
2.1.4. Decentralization of Powers
2.1.5. Structure of the Center: Organs
2.1.6. Structure of the Center: Documents
2.1.7. Tutorial
2.1.8. Center Coordination
2.1.9. Intersection between Family Environment and School Education
2.1.10. Parental Involvement

2.2. The Classroom as a Place of Learning

2.2.1. Natural Learning
2.2.2. Learning in the Classroom
2.2.3. Active Participants
2.2.4. Teaching Work
2.2.5. Learning Processes
2.2.6. Environmental Factors
2.2.7. Principles of Arrangement
2.2.8. Types of Grouping
2.2.9. Corner Work
2.2.10. Educational Exploitation of the Corners

2.3. Building Learning

2.3.1. Building Learning through Interaction
2.3.2. Peer-to-peer Interactivity
2.3.3. Interactivity with Adults
2.3.4. Exploration and Research
2.3.5. Creativity
2.3.6. Play
2.3.7. Psychomotor Skills
2.3.8. Moving in Class
2.3.9. The Affective Dimension
2.3.10. Working with Emotions

2.4. The Facilitating Teacher

2.4.1. Teacher Profile
2.4.2. Types of Teachers
2.4.3. Functions of the Teacher Facilitator
2.4.4. Effective Teaching
2.4.5. Conceptual Competence: Knowing
2.4.6. Procedural Competence: Know-how
2.4.7. Attitudinal Competence: Knowing How To Be
2.4.8. Teaching Collaboration
2.4.9. Cases of Collaboration
2.4.10. Obstacles to Collaboration

2.5. The Teacher in the Classroom

2.5.1. Teaching Styles
2.5.2. Classification of Styles
2.5.3. Teachers’ Expectations
2.5.4. Communicating Expectations
2.5.5. Strategies for Action
2.5.6. Attention to Diversity
2.5.7. Types of Diversity
2.5.8. Inclusive Education Practices
2.5.9. Space Management
2.5.10. Time Management

2.6. Learning to Learn

2.6.1. Learning Today
2.6.2. Intelligence vs. Intelligences
2.6.3. Typology of Intelligences
2.6.4. Implications of MI in the Classroom
2.6.5. Learning Styles: Definition
2.6.6. Learning Styles: Types
2.6.7. Implications of AEs in the Classroom
2.6.8. Learning Strategies
2.6.9. Teaching Learning Strategies
2.6.10. Self-Regulated Learning

2.7. The Learner

2.7.1. Hierarchy of Needs
2.7.2. Confidence
2.7.3. Love, Belonging, and Recognition
2.7.4. Self-Realization
2.7.5. Motivation
2.7.6. Measuring Motivation
2.7.7. Motivational Strategies in the Classroom
2.7.8. Special Educational Needs
2.7.9. Typology of Needs
2.7.10. Action Protocol

2.8. The Group

2.8.1. Considerations
2.8.2. What is a Group?
2.8.3. Characteristics of a Group
2.8.4. Group Dynamics
2.8.5. Cohesion
2.8.6. Rules and Objectives
2.8.7. Life Development
2.8.8. Good Practices
2.8.9. Cooperative Learning
2.8.10. Cooperative Activities

2.9. Classroom Management

2.9.1. The Three Pillars
2.9.2. Basic Premises
2.9.3. The First Days of Class in Infant School
2.9.4. The First Days of Class in Primary School
2.9.5. Initial Strategies
2.9.6. Learning Environment
2.9.7. Control Objectives
2.9.8. Authority Style
2.9.9. General Control Strategies
2.9.10. Control Tools

2.10. Performance and Behavioral Problems

2.10.1. Performance Problems: Identification and Management Strategies
2.10.2. Behavioral Problems: Identification and Management Strategie

Module 3. Methodology: Teaching and Programming

3.1. The Syllabus

3.1.1. What Is the Syllabus?
3.1.2. Functions
3.1.3. Elements of the Syllabus
3.1.4. Types of Syllabus
3.1.5. Features
3.1.6. Approaches of the Syllabus
3.1.7. Syllabus Design
3.1.8. Levels of Concreteness
3.1.9. The Fourth Level
3.1.10. Syllabus Structure

3.2. Competencies

3.2.1. What are Competencies?
3.2.2. A New Perspective
3.2.3. Features
3.2.4. Key Competencies
3.2.5. Competencies in the Syllabus
3.2.6. Strategies for their Application
3.2.7. Competencies in the Classroom
3.2.8. Teaching Competencies
3.2.9. Communicative Competencies
3.2.10. Competency-Based Assessment

3.3. Methodology

3.3.1. Introduction
3.3.2. Methodological Principles
3.3.3. Teaching Methods and Techniques
3.3.4. From Transmissive to Active Methods
3.3.5. Exercises vs. Activities
3.3.6. Methodological Strategies
3.3.7. Group Work vs. Cooperative Work
3.3.8. Cooperative Learning
3.3.9. Problem-Based Learning
3.3.10. Project Work

3.4. ICT in the Methodology

3.4.1. ICT Today
3.4.2. Digital Literacy
3.4.3. Educating in ICT
3.4.4. Consequences of the Change
3.4.5. ICT Competencies in Education
3.4.6. Digital Competencies
3.4.7. ICT in Class
3.4.8. ICT for Diversity
3.4.9. ICT Resources in the Classroom
3.4.10. ICT Resources in the Center

3.5. Assessment

3.5.1. The Classroom as an Assessment Context
3.5.2. Types of Assessments
3.5.3. Traditional Assessments
3.5.4. Current Assessments
3.5.5. How to Assess. Techniques and Instrumentation
3.5.6. Selection of Instruments and Techniques
3.5.7. What to Assess.
3.5.8. Assessment Meetings
3.5.9. Program Assessment
3.5.10. Assessment Together with the Teaching Staff

3.6. Educational Programming I

3.6.1. Introduction
3.6.2. The Importance of Educational Programming
3.6.3. Components
3.6.4. Justification
3.6.5. Objectives: Types
3.6.6. Objectives: Sources
3.6.7. Objectives: Formulation
3.6.8. Content: Types
3.6.9. Content: Selection and Organization Criteria
3.6.10. Content: Sequencing Criteria

3.7. Educational Programming II

3.7.1. Key Competencies
3.7.2. Methodology: Methodological Principles
3.7.3. Methodology: Area
3.7.4. Methodology: Methodological Strategies
3.7.5. Attention to Diversity
3.7.6. Resources
3.7.7. Assessment
3.7.8. Timing
3.7.9. Other Elements
3.7.10. Relationship Between the Elements of the Syllabus in the Educational Planning

3.8. Teaching Units I

3.8.1. Introduction
3.8.2. Relevance
3.8.3. Characteristics and Elements
3.8.4. Identification
3.8.5. General and Teaching Objectives
3.8.6. Assessment Criteria
3.8.7. Assessable Learning Standards
3.8.8. Indicators of achievement
3.8.9. Key Competencies
3.8.10. Contents

3.9. Teaching Units II

3.9.1. Methodological Strategies: Methods and Techniques
3.9.2. Activities: Their Role in Teaching Units
3.9.3. Activities: Classification
3.9.4. Activities: Characteristics
3.9.5. Sequence of Activities
3.9.6. Attention to Diversity
3.9.7. Resources
3.9.8. Evaluation: Instrument Selection
3.9.9. Evaluation: Student Qualification
3.9.10. Evaluation of the Teaching Unit: Final Reflection

3.10. Design of Educational Programming for Language and Literature

3.10.1. Characterization of the Material
3.10.2. Contribution of the Subject to the Development of Key Competencies
3.10.3. Communicative Approach
3.10.4. Communication Projects
3.10.5. Selection and Prioritization of the Content
3.10.6. Oral Comprehension and Production
3.10.7. Interaction
3.10.8. Reading
3.10.9. Writing
3.10.10. Literary Education

Module 4. Grammar and Literature in the Teaching Framework of Language

4.1. From Phoneme to Discourse

4.1.1. Introduction
4.1.2. The Phonic Level
4.1.3. The Morphological Level
4.1.4. The Syntax Level
4.1.5. The Lexical Level
4.1.6. The Semantic Level

4.2. Teaching Oral Expression

4.2.1. Introduction: Importance of Communicating
4.2.2. Characteristics of Oral Expression
4.2.3. The Skill of Listening and its Teaching
4.2.4. The Skill of Speaking and its Teaching
4.2.5. The Integration of Skills

4.3. Teaching Written Expression

4.3.1. Methodological Focus of Written Expression
4.3.2. The Phases in the Writing Process
4.3.3. Proposal of Writing Activities
4.3.4. Writing Assessment

4.4. Creative Writing

4.4.1. Methodological Focus of Written Expression
4.4.2. The Phases in the Writing Process
4.4.3. Proposal of Writing Activities
4.4.4. Writing Assessment

4.5. Reading

4.5.1. Introduction: What is Reading?
4.5.2. Reading Comprehension
4.5.3. Teaching Readin

Module 5. Foundations of Teaching Spanish as a Foreign Language 

5.1. Fundamentals of Second Language Learning and Teaching

5.1.1. Introduction
5.1.2. General Theories of Foreign Language Learning and Acquisition
5.1.3. Variables in foreign language teaching

5.2. Methodological Approaches to Teaching SFL

5.2.1. Introduction
5.2.2. Traditional Methods
5.2.3. The Transition to More Modern Methods
5.2.4. Modern Approaches
5.2.5. New Trends in Language Learning

5.3. Grammar Pedagogy

5.3.1. Introduction
5.3.2. What do we mean by Grammar in Spanish as a Foreign Language?
5.3.3. Correct Selection of Linguistic or Grammatical Content
5.3.4. From Knowledge to Use of the Language
5.3.3. Explaining Grammar in the SFL Classroom

5.4. Pedagogy of Lexicon and Pragmatics

5.4.1. Introduction
5.4.2. Pedagogy of the Lexicon
5.4.3. Pedagogy of Pragmatics

5.5. Objectives, Programming and Evaluation of Courses, Teaching Units and Projects

5.5.1. Introduction
5.5.2. The Teaching Program
5.5.3. The Teaching Unit

5.6. Cultural Elements in the Teaching of Spanish

5.6.1. Introduction
5.6.2. What do we Understand by Culture?
5.6.3. On how to Teach Culture
5.6.4. Content Selection

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

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

Module 6. Teaching Grammar

6.1. The Concept of Grammar

6.1.1. General Introduction
6.1.2. Definition of Grammar and Grammatical Competence
6.1.3. Different Types of Grammar
6.1.4. Definition of Grammar in the Syllabus
6.1.5. Grammatical Construction in High School Education
6.1.6. Metalinguistic Concepts

6.2. Theory and Practice of Grammar

6.2.1. Concept of Grammatical Theory
6.2.2. Concept of Grammatical Practice
6.2.3. The Connection Between Theory and Practice
6.2.4. The Role of Syntax

6.3. Application of Grammar in the Classroom

6.3.1. Reflection and Communication
6.3.2. Types of Exercises

6.4. Linguistic Text Commentary

6.4.1. Concept of Linguistic Commentaries
6.4.2. Importance and Difficulty of Text Commentary
6.4.3. Strategies for the Text Commentary
6.4.4. Tools for the Linguistic Commentary
6.4.5. Elements of the Commentar

Module 7. Teaching Lexicon and Semantics

7.1. Introduction to Lexicon and Semantics

7.1.1. Historical Precedents
7.1.2. Significance
7.1.3. Signs and Symbols
7.1.4. Linguistic Communication. The linguistic sign

7.2. Fundamentals

7.2.1. What is Semantics?
7.2.2. Semantics. Is it a Science?
7.2.3. Structural Semantics
7.2.4. Semantics and Society

7.3. Learning and Acquisition

7.3.1. Basic Principles
7.3.2. Pedagogical Methods
7.3.3. Evolutionary Development
7.3.4. Difficulties

7.4. Production and Creation

7.4.1. The Spanish Lexicon
7.4.2. Classification of the Lexicon
7.4.3. Word Formation
7.4.4. Semantic Phenomena

7.5. Lexical-Semantic Application

7.5.1. Need for Explicit Lexicon Teaching
7.5.2. Lexematics

7.6. Active Learning

7.6.1. What is Active Learning?
7.6.2. Pedagogical Model
7.6.3. Importance of Active Learning
7.6.4. Tools in the Classroom

7.7. Dictionaries

7.7.1. Typology
7.7.2. The Selection Process
7.7.3. The Dictionary as a Pedagogical Resource
7.7.4. Learning Tool
7.7.5. Resources and Strategies

Module 8. ICT in the Language and Literature Classroom

8.1. New Technologies in Education

8.1.1. The Educational Context 2.0
8.1.2. Why use ICT?
8.1.3. The Digital Competencies of the Teacher and Student
8.1.4. Summary
8.1.5 Bibliography and Recommended Readings

8.2. ICT in the Classroom and its Application

8.2.2. Digital Book
8.2.3. Digital Whiteboard
8.2.4. Digital Backpack
8.2.5. Mobile Devices

8.3. ICT on the Web and its Application

8.3.1. Surfing and Searching for Information
8.3.2. Educational Software
8.3.3. Guided Activities on the Internet
8.3.4. Educational Blogs and Web Pages
8.3.5. Language and Literature Teacher’s Wikis
8.3.6. Learning Platforms: Moodle and Schoology
8.3.7. Google Classroom
8.3.8. Google Docs
8.3.9. MOOC

8.4. ICT for Language and Literature

8.4.1. Schemes, Concept and Mind Maps
8.4.2. Infographics
8.4.3. Presentations and Moving Texts
8.4.4. Creation of Videos and Tutorials
8.4.5. Gamification
8.4.6. Flipped Classroom
8.4.7. Summary

8.5. Design of Individual Activities for Language and Literature
8.6. Designing Collaborative Activities for Language and Literature

8.6.1. Creation of Collaborative Activities
8.6.2. Reading and Writing with ICT
8.6.3. Expanding Dialogue and Reasoning Skills with ICT
8.6.4. Attention to Group Diversity
8.6.5. Scheduling and Monitoring of Activities

8.7. Possible Risks of the Web
8.8. Evaluation with ICT in Language and Literature

8.8.1. ICT Evaluation Systems
8.8.2. The Eportafolio
8.8.3. Self-assessment, Peer Assessment and Feedback
8.8.4. Summary
8.8.5. Bibliography and Recommended Readings

8.9. My ICT Resources for Language and Literature with NT

Module 9. Teaching Literature

9.1. Teaching Literature and Literary Education 9.1.1. Literary Education 9.1.2. Encouragement to Read

9.1.3. Literary Competencies
9.1.4. Literary Education Plan

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

9.2.1. What is LIJ?
9.2.2. CYL and the High School Reading Plan
9.2.3. The Place for the Classics
9.2.4. Adaptations
9.2.5. Proposals for Reading the Classics

9.3. Text Commentary

9.3.1. History and Evolution of Text Commentary
9.3.2. Comprehension and Interpretation of Texts
9.3.3. Guide for Writing a Literary Text Commentary

9.4. Creative Writing

9.4.1. Creative Writing in the Literature Classroom
9.4.2. Writing Workshop
9.4.3. Gianni Rodari and the Art of Inventing Stories
9.4.4. Other Activities for Creative Writing

9.5. School Library

9.5.1. Objectives of the School Library in High School
9.5.2. Book Clubs
9.5.3. The Bibliographic Collection
9.5.4. Encouragement to Read in the School Library
9.5.5. Library, Cultural Dynamization and Participation of the School Community

9.6. Literary Routes

9.6.1. Definition and Origin
9.6.2. Literary Routes in the School Environment
9.6.3. Objectives of Literary Routes
9.6.4. Organization of the Literary Route

9.7. ICT and Literature

9.7.1. What is a Blog?
9.7.2. Keys for Organizing and Designing a Blog
9.7.3. Blogs in the Literature Classroom
9.7.4. Booktubers and Literary Education
9.7.5. Transmedia Literature

9.8. Dialogic Interaction and Inquiry

9.8.1. The Sociocultural Perspective. Vygotsky
9.8.2. Interactions and Identity Building
9.8.3. Communicative Acts
9.8.4. Dialogic Inquiry

9.9. Dialogic Reading

9.9.1. Foundations of Dialogic Reading
9.9.2. Reading Godmothers and Godfathers
9.9.3. Accompanied Reading
9.9.4. Tutored Library

9.10. Dialogical Literary Discussion Groups

9.10.1. The Origin of Dialogic Literary Discussion Groups
9.10.2. Interactions That Speed Up Reading
9.10.3. The Classics in Pre-School and Primary School
9.10.4. The Functioning of the Discussion Group
9.10.5. Other Dialogical Discussion Groups

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