Are you looking for a program that will give you the category of Postgraduate diploma in Clil/Aicle Methodology in the Pre-School and Primary School Classroom? You are in luck because you have before you the best option to get it 100% online"

The promotion of multiculturalism through the inclusion of English in Pre-school and Primary education environment has made it possible to create a teaching system based on linguistic immersion through the enhancement of this language in the common subjects (mathematics, science, plastic arts, physical education, etc.) Thanks to projects such as Clil/Aicle, children can work in a dynamic and specialized way in the mastery of the English language through an interactive and autonomous teaching system, focused on processes and tasks, not only on purely theoretical knowledge.

In order to enable teachers to work on improving their skills through the inclusion in their curricula of the most innovative teaching resources for bilingual teaching at different levels, TECH has developed this Postgraduate diploma, this way through a 100% online academic program, you will , have the opportunity to delve into the idiomatic principles of current teaching, focusing on the cultural and pedagogical dimensions that are enhanced through their use in today's school environment. But the bulk of the program focuses on a thorough knowledge of the Clil/Aicle project and its methodological tools, thanks to which you will be able to design projects and syllabuses based on the most effective didactic strategies for bilingual teaching. design projects and curricula based on the most effective teaching strategies for bilingual teaching. Finally, you will have access to a specific module dedicated to the different teaching resources that you can use in your classes to make them entertaining, fun and inclusive.  

All this through 450 hours of diverse content which has been designed by a team specialized in the area following the guidelines of the Relearning methodology, to offer an academic experience in which the student will not have to invest extra hours in memorizing. In addition, the compatibility of the Virtual Campus where the material will be hosted with any device with internet connection , will allow you to access the program's course from wherever and whenever you want, giving you the possibility to design the educational calendar based on your total and absolute availability. 

You will have access to a specific module in which you will work with the most innovative and effective teaching resources for the enhancement of the bilingual classroom"

The Postgraduate diploma in Clil/Aicle Methodology in the Pre-School and Primary School Classroom contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical cases presented by experts in bilingual education
• The graphic, schematic and practical contents of the book provide technical and practical information on those disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used 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

Delving into the principles of bilingualism from the ground up to current pedagogical methodologies will give you a broad and detailed view of the techniques you can use in your environment"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this educational program, as well as renowned specialists from leading 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 education programmed to learn in real situations. 

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise during the academic year For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts. 

The best program in the current educational market to establish coordinated guidelines between content and language through the Clil Curriculum and an experience of the highest level"

You will have unlimited access to a last generation Virtual Campus where you will find, in addition to the syllabus, hours of diverse and multidisciplinary additional material"

TECH is one of the most important universities in the online teaching environment. This is thanks to the high quality and specificity of its programs, which are designed following the criteria of a teaching team versed in the subject and following the guidelines of the innovative and effective Relearning. methodology. This way, immersive, dynamic and highly empowering educational experiences are launched to the market, which serve graduates to elevate their professional talent to the highest level through a work practice based on the latest strategies and techniques in their sector.

You will work on the teaching of the different subjects through CLIL, focusing on the indispensable features of the curricula of the different subjects"

Module 1. Principles of Bilingualism 

1.1. Definition and History of Bilingualism 

1.1.1. Definition of Bilingualism 
1.1.2. Languages in Contact 
1.1.3. Definition of Multilingualism 
1.1.4. Multilingualism in The World 
1.1.5. Types of Multilingualism 

1.2. Models of Bilingualism in Education 

1.2.1. Bilingualism in Education 
1.2.2. Models of Bilingual Education 
1.2.3. Models of Bilingualism in the world 
1.2.4. Bilingualism in Canada 
1.2.5. Bilingualism in the USA. A 
1.2.6. Bilingualism in Spain 
1.2.7. Bilingualism in Latin America 

1.3. The Cultural Dimension of Bilingualism 

1.3.1. Intercultural Bilingual Education (IBE) 
1.3.2. The history of the EIB 
1.3.3. Bilingualism and Cultural Diversity in the Classroom 
1.3.4. Bilingualism and Cultural Identity 

1.4. The Role of Native Language in Bilingual Education 

1.4.1. Language Acquisition in a Bilingual Context 
1.4.2. Late Bilingualism and The Mother Tongue 
1.4.3. The Mother Tongue and Emotions 
1.4.4. The Mother Tongue in the Classroom 
1.4.5. Use of Mother Tongue in the Foreign Language Classroom 

1.5. Neuroeducation and Bilingualism 

1.5.1. Bilingual Brain 
1.5.2. The Age Factor 
1.5.3. The Quality Factor 
1.5.4. The Method Factor 
1.5.5. The Language Factor 
1.5.6. The Number Factor 

1.6. Cummins' Theories on Bilingualism 

1.6.1. Introduction 
1.6.2. Linguistic Interdependence Theory 
1.6.3. The Threshold Hypothesis 
1.6.4. Additive and Subtractive Bilingualism 
1.6.5. The importance of the Mother Tongue 
1.6.6. Language Immersion Programs 

1.7. BICS and CALP 

1.7.1. General Framework 
1.7.2. Initial Theory 
1.7.3. Definition of BICS 
1.7.4. Definition of CALP 
1.7.5. The Relationship between BICS and CALP 
1.7.6. Contributions of the Theory 
1.7.7. Criticisms of the Theory 

1.8. Bilingualism in Pre-School 

1.8.1. Languages in the Pre-School Syllabus 
1.8.2. Myths about Bilingualism in Early Ages 
1.8.3. The Place of the Second Language in the Pre-School Classroom 
1.8.4. Routines 
1.8.5. Working in Corners 
1.8.6. Materials and Resources for Teaching English in Pre-School 

1.9. Bilingualism in Primary School 

1.9.1. Languages in the Primary SchoolSyllabus 
1.9.2. Objectives of Bilingualism in Primary School 
1.9.3. Bilingual Models in Primary School 
1.9.4. Pros and Cons of Bilingualism in Primary School 
1.9.5. The Role of the Environment in Success 

1.10. The Role of the Bilingual Teacher 

1.10.1. The Role of the Bilingual Teacher 
1.10.2. The Bilingual Teacher as Intercultural Educator 
1.10.3. Languages and the Bilingual Teacher 
1.10.4. Training Needs 

Module 2. Clil/Aicle Methodology 

2.1. Objectives and Fundamentals 

2.1.1. Definition 
2.1.2. Basic Principles 
2.1.3. Types of Clil/Aicle 
2.1.4. Advantages of Clil/Aicle 

2.2. Relationships Between Content and Language 

2.2.1. Features of the Clil/AicleCurriculum 
2.2.2. The Teaching Language 
2.2.3. Language as a Vehicle 
2.2.4. Language as a Learning Goal 

2.3. Scaffolding in Clil/Aicle 

2.3.1. The Importance of Scaffolding in Clil/Aicle 
2.3.2. The Zone of Proximal Development 
2.3.3. Student Autonomy 
2.3.4. Interaction 
2.3.5. Scaffolding techniques and Activities 

2.4. Active Methodologies for Clil/Aicle Development. 

2.4.1. Features and Benefits 
2.4.2. Problem-based Learning 
2.4.3. The Flipped Classroom. 
2.4.4. Gamification 
4.4.5. Cooperative Learning 

2.5. Design and Development of Clil/Aicle Materials. 

2.5.1. The Importance of Materials in Clil/Aicle 
2.5.2. Types of Materials and Resources 
2.5.3. Bloom’s Taxonomy 
2.5.4. Keys for the Development of Materials 

2.6. Teaching Natural Sciences through Clil/Aicle 

2.6.1. Activating Prior Knowledge. 
2.6.2. Input and Output 
2.6.3. Collaborative Activities 
2.6.4. Research in the Classroom 
2.6.5. Assessment 

2.7. Teaching Social Sciences throughClil/Aicle 

2.7.1. Activating Prior Knowledge 
2.7.2. Input and Output 
2.7.3. Collaborative Activities 
2.7.4. Research in the Classroom 
2.7.5. Assessment 

2.8. Teaching Art Through Clil/Aicle 

2.8.1. Advantages of Clil in Art class 
2.8.2. Cultural and Artistic Competence 
2.8.3. Input and Output 
2.8.4. Activities 
2.8.5. Assessment 

2.9. STEAM: Integrated Teaching of Science, Technology, Engineering, Arts and Maths Through Clil

2.9.1. Definition of STEAM 
2.9.2. Principles of Effective STEAM Teaching 
2.9.3. Examples of STEAM and Clil Activities and Lessons 

2.10. Assessment 

2.10.1. Principles of Clil Assessment 
2.10.2. When Is Assessment Effective Diagnostic, Formative, Summative? 
2.10.3. Specific Features of Clil 
2.10.4. Self and Peer Assessment 
2.10.5. Assess Content and Language 
2.10.6. Assessment Strategies and Resources 

Module 3. Teaching Resources for Bilingual Classrooms 

3.1. Games, Activities, Board Games 

3.1.1. Reasons for Using Games 
3.1.2. Types of Games 
3.1.3. Vocabulary Games 
3.1.4. Grammar Games 
3.1.5. Speaking Games. 
3.1.6. Board Games 

3.2. Drama and Role Plays 

3.2.1. Reasons for Using Theater 
3.2.2. Ways of Incorporating Drama in the English Classroom 
3.2.3. Selection of Plays and their Preparation 
3.2.4. Reasons for Using Role Play 
3.2.5. How to Use Role Play in English Language Teaching
3.2.6. Language Learning andRole Play 

3.3. Poems, Rhymes, and Tongue Twisters 

3.3.1. Definition of Poems, Rhymes and Tongue Twisters 
3.3.2. The Advantages of Using Them in English Language Teaching 
3.3.3. Searching and Choosing Materials 
3.3.4. Activities 

3.4. Songs and Chants 

3.4.1. The Difference Between Songs and Chants 
3.4.2. Steps for Using Songs in the Classroom 
3.4.3. Activities for Before, During and After a Song 
3.4.4. How to Create a Chant for the Classroom 

3.5. Teaching with Puppets

3.5.1. Why Use Puppets? 
3.5.2. Ways of Using Puppets in the Classroom 
3.5.3. Choosing Puppets 
3.5.4. Making Puppets 

3.6. Crafts

3.6.1. Advantages of Using Crafts 
3.6.2. Keys to Using Arts and Crafts in the English Classroom 
3.6.3. How to Incorporate Language into the Activity 
3.6.4. Activities 

3.7. Worksheets 

3.7.1. Why Use Worksheets? 
3.7.2. Keys to Using Worksheets and Crafts in the English Classroom? 
3.7.3. Types of Worksheets 
3.7.4. Designing and Creating Worksheets 

3.8. Teaching Resources: Flashcardsand Pictures 

3.8.1. Why Use Flashcards 
3.8.2. Keys to Using Flashcards in the English Classroom 
3.8.3. Types of Flashcards 
3.8.4. Flashcard Activities 

3.9. Didactic Resources: Videos and Animated Short Films 

3.9.1. Why use Short Animation Films? 
3.9.2. Keys to Using Short Films in the English Classroom? 
3.9.3. How to Choose a Short Film 
3.9.4. Activities to do Before, During, and After the Viewing 

3.10. Blogs and Wikis 

3.10.1. What is a Blog? 
3.10.2. Why Use a Blog? 
3.10.3. Types of Blogs Used in the English Classroom 
3.10.4. What Is a Wiki 
3.10.5. Why Use a Wiki 
3.10.6. Wikis for Collaborative Learning 

A unique training experience, key and decisive to boost your professional development"