This 100% online Postgraduate diploma will give you the competencies and skills you need to be an excellent teacher of Foreign Languages"

Nowadays, new pedagogical approaches facilitate the learning of a foreign language, applying learning systems based on the use of new technologies, and work methods inside and outside the classroom.

However, there continues to be some difficulty among High School Education students in understanding and communicating in another language. A barrier that is a challenge for the teaching professional, who takes on the challenge with optimism and involvement. In this line, TECH has created this university program, which offers the teacher the most effective tools, techniques, and methods to become an excellent teacher of Foreign Languages (English) at this educational stage. 

To do this, it has a comprehensive syllabus that will take you on an educational journey through the history of teaching English as a foreign language, English culture, and literature, therefore all the materials and activities necessary to transfer this language to young learners. Video summaries of each topic, multimedia pills, specialized readings and case studies that you can access at any time of the day complement this program. 

In addition, the high school students who enter this program will consolidate their knowledge and reduce their study hours, thanks to the Relearning system used by TECH. A unique opportunity to advance as a teaching professional through a flexible and convenient Postgraduate diploma.

Graduates of this program only need an electronic device (cell phone, tablet or, computer) with an Internet connection to view the content hosted on the virtual platform. Therefore, without classes with fixed schedules and distributing the teaching load according to your needs, you will be able to complete a cutting-edge program that is compatible with your daily responsibilities. 

This program will lead you to use teaching resources for teaching English, attending to diversity in the classroom"

This Postgraduate diploma in Foreign Language (English) Teacher Training in High School Education contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of case studies presented by experts in teaching in High School Education 
• The graphic, schematic, and practical contents with which they are created, provide practical information on the 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 

Incorporate to your English lessons the latest digital tools to improve your high school students' pronunciation and comprehension of the language" 

The program’s teaching staff includes professionals from the field 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 educational year. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.

Creates teaching programs that adapt to the bilingual system in High School Education”    

Enroll now in a 100% online university program that will allow you to expand your professional aspirations as a foreign language teacher” 

The syllabus of this university program has been created by an excellent team of teachers with extensive experience in teaching High School Education. Their extensive knowledge is reflected in the advanced syllabus that will lead the teacher to design a program that facilitates the learning of English and breaks down language barriers. For this purpose, it also has multimedia resources that can be accessed at any time of the day, from an electronic device with an Internet connection. 

A syllabus with a theoretical-practical perspective that will allow you to integrate the most effective learning techniques and methodologies in your English lessons"

Module 1. Complements for the Disciplinary Training of Foreign Languages (English) 

1.1. History of the English Language Teaching as a Foreign Language 

1.1.1. Origins and History of Englishes
1.1.2. History of the English Language Teaching as a Foreign Language
1.1.3. External and Internal Change
1.1.4. Introduction to the History of Language Teaching
1.1.5. Grammar-Translation Method
1.1.6. Language Teaching Innovations in the 19th Century
1.1.7. Reform Movement
1.1.8. The Direct Method

1.2. Bilingualism and Multilingualism 

1.2.1. Introduction to Bilingualism
1.2.2. Bilingualism: Definitions and Dimensions
1.2.3. Code Choice: Code-Switching and Code-Mixing
1.2.4. Code-Switching in Bilingual Children
1.2.5. Diglossia
1.2.6. Diglossia and Bilingualism
1.2.7. Multilingualism
1.2.8. Language Contact

1.3. English as a Global Language: Its Historical Past and Future English as Business Lingua Franca 

1.3.1. English as a Global Language
1.3.2. Historical Background
1.3.3. What Does the Global Language Do? 
1.3.4. Future Trends of English
1.3.5. Historical Background
1.3.6. English as Lingua Franca (ELF)
1.3.7. English as Business Lingua Franca

1.4. Sociocultural Perspective on Language and Culture 

1.4.1. Introduction
1.4.2. Language as Sociocultural Resource
1.4.3. Culture as Sociocultural Practice
1.4.4. Linguistic Relativity
1.4.5. Socially Constituted Linguistics
1.4.6. Systemic Functional Linguistics

1.5. The Presence of English in Mass Media and Communication Technologies 

1.5.1. The Media: the Press, Advertising, Broadcasting, Cinema, Popular Music
1.5.2. International Travel
1.5.3. Communications

1.6. History, Geography and Culture of English Speaking Countries British Cultural Identities 

1.6.1. Language Learning and Socio-Cultural Awareness
1.6.2. United Kingdom and Ireland
1.6.3. United Stated of America
1.6.4. Canada
1.6.5. Australia
1.6.6. British Cultural Identities
1.6.7. Traditional Britain
1.6.8. The English Countryside
1.6.9. Character and Accent
1.6.10. An Island Race

1.7. Culture in Language Learning and Teaching 

1.7.1. Culture and Language Teaching
1.7.2. Rediscovering Culture in the Context of Language Teaching 
1.7.3. Culture in the Classroom
1.7.4. “English” and “Literature”: the Subject in Question
1.7.5. The Uses of Literature
1.7.6. The Great Books and “Trash”: the Cannon Wars
1.7.7. Literary History, Periods, and Movements: Four Approaches to the Past

1.8. Literature in the EFL Classroom 

1.8.1. Literature and Language Teaching
1.8.2. A Brief Historical Overview
1.8.3. Advantages of Using Literature in the Language Classroom
1.8.4. Difficulties of Using Literature in the Language Classroom
1.8.5. Methodological Approaches to Teaching Literature
1.8.6. Literature and Language Teaching: Some Empirical Research

1.9. Literature for Young Adults 

1.9.1. Defining Literature for Young Adults
1.9.2. Changing Literature for Young Adults
1.9.3. New Forms and Topics
1.9.4. Changing Readers
1.9.5. Changing Classrooms

1.10. English for Specific Purposes 

1.10.1. The Origins of ESP
1.10.2. The Development of ESP
1.10.3. ESP: Approach not A Product

Module 2. Foreign Language (English) Syllabus Design 

2.1. Syllabus and its Structure

2.1.1. School Syllabus: Concept and Components
2.1.2. Syllabus Design: Concept, Structure and Functioning
2.1.3. Levels of Syllabus Specification
2.1.4. Syllabus Model
2.1.5. Educational Programming as a Working Tool in the Classroom

2.2. Legislation as a Guide to Syllabus Design and Key Competencies 

2.2.1. Review of Current National Educational Legislation
2.2.2. What are Competencies? 
2.2.3. Types of Skills
2.2.4. Key Competencies
2.2.5. Description and Components of Key Competencies

2.3. The Spanish Education System Teaching Levels and Modalities 

2.3.1. Education System: Interaction between Society, Education and the School System
2.3.2. The Educational System: Factors and Elements
2.3.3. General Characteristics of the Spanish Educational System
2.3.4. Configuration of the Spanish Educational System
2.3.5. High School Education
2.3.6. Baccalaureate
2.3.7. Vocational Training
2.3.8. Artistic Education
2.3.9. Language Teaching
2.3.10. Sports Education
2.3.11. Adult Education

2.4. Analysis of Syllabus for the Specialty of English 

2.4.1. Sorting Syllabus in the Specialty of English
2.4.2. Official Syllabus of the English area in ESO, High School and VT
2.4.3. Official Syllabus of Language Education
2.4.4. Vocational Training and their Arrangement

2.5. Teaching Programming I: What and How to Teach

2.5.1. What is a Didactic Program: Justification, Characteristics and Functions
2.5.2. The Importance of the Context: Educational Center, Students and Social Environment
2.5.3. Elements that Should be Part of Programming: Objectives, Methodology, Skills and Contents
2.5.4. Skill Based Programming
2.5.5. The Use of ICTs to Support Teaching Work
2.5.6. Methods, Principles and Methodological Strategies
2.5.7. Evaluation Criteria and Evaluable Learning Standards

2.6. Teaching Programming II: What, How and When to Assess the Process 

2.6.1. Elements that Should Be Part of Programming: The Evaluation
2.6.2. Assessment Procedures, Criteria and Instruments
2.6.3. Attention to Diversity
2.6.4. What is to Evaluate?
2.6.5. Evaluation Processes Competency-Based Assessment
2.6.6. Assessment Criteria vs. Assessment Tools

2.7. Teaching Unit I: Objectives, Contents, Basic Competences, Activities, and Didactic Resources 

2.7.1. From the Syllabus Programming to the Teaching Unit
2.7.2. The Teaching Unit: Approaches to its Development
2.7.3. Objectives, Contents, and Competencies as Components of the Teaching Unit Design
2.7.4. Learning of Teaching Values
2.7.5. Specification of Activities and Material Resources for the Teaching-Learning Process
2.7.6. Didactic Activities and Resources as Components of the Teaching Unit Design
2.7.7. Sequencing of Activities and Choice of Methodological Resources
2.7.8. Classroom Organization and Management: Working Guidelines

2.8. Teaching Unit II: Methodology vs. Motivation 

2.8.1. Concretization of Methodology for the Teaching-Learning Process
2.8.2. Methodology as a Component of the Design of the Teaching Unit: Methodological Strategies
2.8.3. Principles and Strategies of Teaching Methodology
2.8.4. Didactics of Learning Motivation

2.9. Teaching unit III: Assessment for Learning 

2.9.1. Concretization of Assessment for the Teaching-Learning Process 
2.9.2. Assessment as a Component of the Design of the Teaching Unit
2.9.3. Criteria and Procedures for the Evaluation Phases
2.9.4. Attention to Diversity: Inclusive Education

2.10. Example of a Teaching Unit for High School Education in the Specialty of English 

2.10.1. Identification-Justification 
2.10.2. Contextualization
2.10.3. Competencies
2.10.4. Objectives
2.10.5. Educational Content
2.10.6. Methodology
2.10.7. Learning Activities
2.10.8. Resources
2.10.9. Assessment

Module 3. Foreign Language (English) Teaching 

3.1. Teaching Language and Literature 

3.1.1. Introduction to the Concept of Teaching
3.1.2. Teaching Language
3.1.3. The Specific Teaching of Literature
3.1.4. Teaching from a Cultural Perspective

3.2. Foundations of Teaching and Learning Second Languages 

3.2.1. General Theories on Learning and Acquisition of Foreign Languages
3.2.2. Variables in Teaching Foreign Languages

3.3. Foreign Language Learning Techniques and Strategies: Definition, Classification and Research Individual and Autonomous Learning 

3.3.1. Learning Strategies: Definition and Characterization
3.3.2. Learning Strategies: Classification
3.3.3. Learning Strategies. Research
3.3.4. Teaching Strategies and Learning to Learn Classroom Applications
3.3.5. Examples of Concrete Activities Related to Strategy Teaching
3.3.6. Examples of Awareness-Raising Activities in the Use of EA
3.3.7. Examples of Activities for the Practice of Cognitive Strategies
3.3.8. Examples of Activities for Metacognitive Strategies Training
3.3.9. PEL and Learning to Learn

3.4. Teaching Methodology for Teaching the English Language Bilingualism, Content-Integrated Learning and Cooperative Learning 

3.4.1. Bilingualism
3.4.2. What is the Content and Language Integrated Learning Program (CLIL)? 
3.4.3. CLIL and Cooperative Learning
3.4.4. Cooperative Learning: Definition, Types of Learning and Implementation
3.4.5. Increased Exposure to the Foreign Language
3.4.6. Changes in the Methodology of English Teaching

3.5. Learning Difficulties and English Language 

3.5.1. Learning Difficulties
3.5.2. Symptoms of Learning Disabilities
3.5.3. Dyslexia
3.5.4. Dysgraphia
3.5.5. Dysorthographia
3.5.6. English Teaching Principles
3.5.7. Methodological approaches
3.5.8. Recommendations
3.5.9. Assessment

3.6. Language Learning Activities: Tasks and Level La Diversity 

3.6.1. Tasks Description
3.6.2. Task Performance
3.6.3. Task Difficulty Student Competencies and Characteristics
3.6.4. Task Difficulty Task Conditions and Restrictions
3.6.5. Levels Diversity
3.6.6. Students
3.6.7. Groups
3.6.8. Professors
3.6.9. Materials
3.6.10. Practical Example
3.6.11. Support Activities at Different Levels
3.6.12. Degree of Difficulty and Diversity of Activities

3.7. Teaching Resources for English and Diversity in the Classroom 

3.7.1. Choose and Change Materials: Choosing a Textbook
3.7.2. Make a Must-Have List: General or Detailed
3.7.3. Target Audience: a Real and Official Level of the Students
3.7.4. Education and Teaching
3.7.5. More Important Features: Evaluate the Book
3.7.6. Complementary Materials and New Technologies
3.7.7. Without Book
3.7.8. Introduction to Diversity
3.7.9. Attention to Diversity: Student Typology
3.7.10. Attention to Diversity in the English Classroom
3.7.11. The Role of the Teacher in the English Classroom

3.8. the New Digital Communication Scenario 

3.8.1. The Use of TIC in Language Teaching: Historical Perspective
3.8.2. A Scientific Discipline in Itself: Teaching vs. Technology
3.8.3. Position and Classify Applications
3.8.4. Contribution and Practice of Content
3.8.5. TIC for Skills Practice
3.8.6. Proofreading and Annotating: Language Assessment and Testing
3.8.7. Learner Management and TIC as a Means of Foreign Language Teacher Development

3.9. Evaluation of Language Skills 

3.9.1. Introduction to Oral Evaluation
3.9.2. Oral Expression Evaluation Techniques
3.9.3. The Interview
3.9.4. Written Expression: Objective and Motivations
3.9.5. Written Expression: Tasks Design and Scales Subjectivity
3.9.6. Listening and Reading Comprehension
3.9.7. Listening and Reading Comprehension Test Validation

3.10. The Role of the Teacher and the Students in the Context of the English Classroom 

3.10.1. Classroom, Space, Student and Locker Room Management
3.10.2. Visually Think and Teach
3.10.3. Work in Couples
3.10.4. Teacher-Monitor: Observer and Supervisor
3.10.5. Languages Use
3.10.6. Give Examples
3.10.7. Routines and Variety
3.10.8. Timing and Flexibility

Apply the latest English language skills assessment techniques in your sessions thanks to this university program"