This Postgraduate diploma in Teaching Language 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"

Secondary education implements the linguistic knowledge presented to the student at an early age and promotes the full development of communicative skills. The attractive presentation of contents is a priority in the classroom to enhance the attention of the group, their motivation and approach to the educational contents and to favor their instruction and subsequent application.

This Postgraduate diploma pays special attention to teaching Spanish as a Foreign Language, since one of the main objectives is to prepare teachers for teaching in multicultural groups and where several languages coexist. 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 make the transition from classroom as a teaching space to a social space possible. Finally, the relevance of information and communication technologies in the teaching field will be emphasized. Their presence in the classroom brings wide-ranging benefits and aids content exposure. Again, the work of the teacher is fundamental, since they must create a digital resource base that is reliable and oriented to teaching in High School.

In conclusion, the Postgraduate diploma in Teaching Language and Literature in High School focuses on developing the linguistic skills of oral and written comprehension and production. The preparation of a teaching plan, and its corresponding units, must be oriented towards the achievement of a series of objectives also established at the beginning of the school year. The relevance of the teacher's preparation for teaching Spanish as a foreign language and the practical application of these fundamentals in a multicultural group that 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, the benefits of using your own digital resource base that is practical and reliable in terms of its contents are presented.

Update your knowledge through the Postgraduate diploma in Teaching Language and Literature in High School"

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

• 75 case studies presented by experts in Language Teaching in High School Education
• 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
• New developments on Teaching Language and Literature in High School
• It contains practical exercises where the self-assessment 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 Postgraduate diploma may be the best investment you can make in the selection of a refresher program for two reasons: in addition to updating your knowledge in Teaching Language and Literature in High School, you will obtain a Postgraduate diploma from TECH Global University"

It includes in its teaching staff professionals belonging to the field of Teaching Language and Literature in High School, who pour into this program the experience of their work, 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 training program to train in real situations.

This program is designed around Problem-Based Learning, through which the educators must try to solve the different professional practice situations that arise throughout the program. For this purpose, the educator will be assisted by an innovative interactive video system developed by recognized 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 with this Postgraduate diploma"

Take 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 institutions and universities in the country, who are aware of the relevance of up-to-date, innovative training and are committed to quality teaching using new educational technologies.

This Postgraduate diploma in Teaching Language and Literature in High School contains the most complete and up-to-date scientific 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 Adolescenc

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. 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 program to boost your professional development”