Develop your skills as an Spanish as a Foreign Language teacher with the incorporation of the most innovative methodologies and specialize in a sector with high demand" 

Any attempt at communication requires the speaker to have a complete command of their communicative abilities. That is why this Postgraduate diploma is based on knowledge of linguistic, sociolinguistic and pragmatic skills. In order to teach Spanish as a foreign language, it is essential to know all the skills that students must develop and their different learning stages, in order to develop different methodologies adapted to their educational needs.

Teaching research offers new options that reach educators with new and interesting ways of approaching teaching. Acquiring the broadest knowledge about all of them and developing the personal and mental tools necessary to carry out quality teaching is a priority. And that is exactly what this TECH Postgraduate diploma proposes .

This Postgraduate diploma will provide teachers with the tools and knowledge necessary to practice their profession with confidence and efficiency, enabling them to help their students to understand and analyze messages effectively, and to develop non-verbal communication.

The teacher will be able to explain and resolve confusing grammar issues or questions regarding their student’s assessment process. Students will have a complete vocabulary teaching methodology and different techniques and didactic materials, taught by distinguished experts in the field with extensive experience in the educational sector.

All of this, taking into consideration that teaching is a discipline that must advance at the same pace as technological advances. For that reason, this program has been designed for the teacher to be trained with the latest educational technology and to discover all aspects of digital learning.

This program will allow to develop and expand your knowledge and skills related to Spanish lexical competence in teaching. At the end of the program, you will be able to detect common errors in Spanish teaching and will have acquired the necessary tools to prevent and correct them, so that you have the skills to work as a teacher of Spanish as a foreign language.

Thanks to its preparation approach, based on the resolution of real situations, you will be equipped with the necessary skills to deal with complex day-to-day situations" 

This Postgraduate diploma in Methodology and Teaching Methods for the Spanish as a Foreign Language Classroom contains the most complete and up-to-date program on the market. The most important features include:

• The latest technology in online teaching software
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical cases presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-evaluation and learning verification
• Support groups and educational synergies: questions to the expert, debate and knowledge forums
• Communication with the teacher and individual reflection work
• Content that is accessible from any fixed or portable device with an 
• Internet connection
• Complementary documentation databases are permanently available, even after the program

Join the forefront in teaching with a program that is competitive for its quality and prestige. A unique opportunity to distinguish yourself as a teacher of Spanish as a foreign language"

The teaching staff includes teaching professionals, who bring their experience to this training program, as well as renowned specialists belonging to leading societies and prestigious universities.

Thanks to its multimedia content developed with the latest educational technology, they will allow the professionals a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to train in real situations.

This program is designed around Problem-Based Learning, whereby the educator must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system developed by recognized experts in the field of teaching.

Thanks to the e-learning methodology on which this Postgraduate diploma is based, you will learn different teaching approaches that will allow you to assimilate the knowledge in a dynamic and effective way”

You will have tutors from the best teaching staff of experts, who will guide you throughout the learning process”

The contents of this Postgraduate diploma have been developed by the different experts on this program, with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field. 

A well-structured program that will lead to the highest standards of quality and success.

Get trained wherever and whenever you want, thanks to the online modality of this Postgraduate diploma that allows you to take this program from any electronic device with an Internet connection"

Module 1. Theories, Approaches and Methodology in the Teaching of Foreign Languages

1.1. How to Develop Learning of L2 in the Historical Framework of Teaching Foreign Languages

1.1.1. Contribution to the Integral Development of People

1.1.1.1. Language as an Instrument of Social Insertion and Expression of Feelings
1.1.1.2. Development of the Ability to Express and Communicate in the Society
1.1.1.3. Difference Between Learning in a Formal Context and a Natural Context
1.1.1.4. Cognitive Relationships and Physiological and Psychological Skills

1.2. Linguistics and the Knowledge of Other Languages

1.2.1. Suppressions and Overlaps During the Learning Process

1.2.1.1. The Importance of Context in Assuming Linguistics
1.2.1.2. Neurolinguistic Studies and the Benefit of Bilingualism

1.3. Types of Methods for Foreign Language Teaching

1.3.1. The Historical Precedence of " living " Languages over " Dead” Languages in the Classroom
1.3.2. Conceptual Ambiguity of the Method
1.3.3. Traditional Method
1.3.4. Natural Method
1.3.5. Audio-Oral Method
1.3.6. Conciliatory Method
1.3.7. Audiovisual Method
1.3.8. Communicative Method
1.3.9. Alternative Method
1.3.10. Global Method

1.4. Comparison between Direct and Traditional Methods for Foreign Language Teaching

1.4.1. Approximation of Presumed Method-Dependent Performance Outcomes

1.5. Approach and Selection: Cognitive and Humanistic Perspective

1.5.1. Relevance of the Role of the Person in the Teaching-Learning Process according to the Approach
1.5.2. Complexity in the Educational Level of Spanish Language Teaching
1.5.3. Meaningful Teaching: The Student at the Center of Teaching

1.6. Functional Programs in Relation to Communicative Methods

1.6.1. The Student as an Active Element in the Learning Process
1.6.2. Towards a New Perspective: Language and Communication
1.6.3. Balance Between Pedagogical and Linguistic Functions

1.7. Technological Specificities for the Spanish as a Foreign Language Classroom as a Function of the Method

1.7.1. The Promotion of Cooperation Through the Use of Information and Communication Technologies (ICT) in Spanish as a Foreign Language Classes
1.7.2. Diversification of Learning Styles and Levels with the Use of ICTs
1.7.3. Blogging and Other Tools Involved in the Development of Self-Expression
1.7.4. Shared virtual learning platforms

1.8. Curriculum Development Based on MCE Requirements

1.8.1. Design of Assignments with the Same Input and Different Output
1.8.2. Adaptation of Familiarity and Difficulty in Relation to Tasks
1.8.3. Key Issues to Consider: Implicit Learner Skills, External Support

1.9. What is Interlanguage and How to Develop it in the Classroom: An Approach in the Current Context

1.9.1. Learner's Language as a System
1.9.2. Interlanguage and Fossilization
1.9.3. Observation of Learners' Background and Desire to Communicate in Spanish as a Foreign Language
1.9.4. Handling of Common Errors in the Interlingua Process

1.10. Contrast Analysis and Data for Information Purposes

1.10.1. Innovative Teaching Practices
1.10.2. Data Reduction: Unit Separation
1.10.3. Descriptive Coding/Axial Coding
1.10.4. Descriptive and Explanatory Charts

1.11. Teaching Children: The Use of Teaching for a Specific Purpose

1.11.1. Promotion of Autonomous Learning

1.11.1.1. Difference Between Adult and Early Childhood Learning
1.11.1.2. Theoretical Bases of Experiential Learning
1.11.1.3. Gamification
1.11.1.4. Theory of Multiple Intelligences

1.12. Teaching Immigrants: The Use of Targeted Teaching

1.12.1. Promote Social Integration Through Knowledge of the Language

1.13. Common European Framework in Foreign Language Teaching in Accordance with Institutional Designs

1.13.1. Skills We Need to Learn and Use When Learning a New Language

1.13.1.1. Inclusiveness of Foreign Language Teaching
1.13.1.2. Methods and Objectives not Specified by the Common European Framework
1.13.1.3. Considering "Multilingualism"

1.14. Syllabus Design

1.14.1. Essential Questions: To Who? How? When?
1.14.2. Analysis of the Learner's Characteristics and of the Learning Context
1.14.3. Theoretical Basis
1.14.4. Evaluation Processes. Scales and Other Tools for Assessing Basic Competencies
1.14.5. Design of Activities that Promote Evaluative, Summative and Formative Activities

Module 2. Oral and Written Skills: Teaching Strategies

2.1. Introduction to Communicative Skills

2.1.1. Educational Skills in the Spanish as a Foreign Language Classroom

2.1.1.1. Communicating as a Means of Information

2.2. Types of Skills

2.2.1. Skills within the Educational Framework
2.2.2. Cognitive Skills
2.2.3. Intrinsic Value Tasks

2.3. Explanation of Semantic Skills

2.3.1. Understanding the Reality of the Classroom
2.3.2. Language as an Object of Observation and Analysis
2.3.3. Knowledge and Effective Application of Linguistic Rules

2.4. Sociocultural Context and Language Use: Sociolinguistic Competence

2.4.1. Vocabulary according to the Type of Culture
2.4.2. Influence of Advertising on the Linguistic Shape of Culture

2.5. Conversation: Pragmatic Competence

2.5.1. Communicative Competence as a Learning Goal
2.5.2. Discourse Competence by Context

2.6. Forms of Politeness Derived from Pragmatic Competence

2.6.1. Sequence and Macrocontext
2.6.2. Overall Discursive Intent

2.7. Non-Verbal Language in Gestural Communication

2.7.1. Positioning, Gestures, Gaze and Mimicry

2.7.1.1. Factors Associated with Non-Verbal Language

2.8. Reading and Writing Comprehension

2.8.1. Comprehensive Analysis of Reading and Writing

2.9. Listening Comprehension

2.9.1. Comprehensive Analysis of Listening and Speaking Tasks

2.10. CEFR and Teaching Spanish as a Foreign Language: Reading Comprehension in the Spanish as a Foreign Language Classroom

2.10.1. Literature to Learn Language or to Learn Literature
2.10.2. Common European Framework (CEFR) and Reading Comprehension Guidelines

2.11. CEFR and Teaching Spanish as a Foreign Language: Listening Comprehension in the Spanish as a Foreign Language Classroom

2.11.1. Analysis of Types of Skills to Be Developed in Listening Comprehension

2.12. CEFR and Teaching Spanish as a Foreign Language: Oral

Comprehension in the Spanish as a Foreign Language Classroom
2.12.1. Speech as a Means of Making Yourself Understood

2.13. CEFR and Teaching Spanish as a Foreign Language: Written Comprehension in the Spanish as a Foreign Language Classroom

2.13.1. The Dissociation between Written Comprehension and Written Creation

2.14. Skills Assessment: Speaking and Listening Context

2.14.1. How to Evaluate Speaking and Listening Depending on the Classroom Context and Prevailing Culture?

2.15. Skills Assessment: Reading and Writing Context

2.15.1. How to Evaluate Reading and Writing Depending on the Classroom Context and Prevailing Culture?

Module 3. Introduction to Lexicon and Semantics

3.1. Introduction to Lexical Semantics

3.1.1. Historical Precedents
3.1.2. Significance
3.1.3. Signs and Symbols
3.1.4. Linguistic Communication
3.1.5. The Linguistic Sign

3.2. Fundamentals

3.2.1. What is Semantics?
3.2.2. Semantics. Is it a Science?
3.2.3. Structural Semantics
3.2.4. Semantics and Society

3.3. Learning and Acquisition

3.3.1. Basic Principles
3.3.2. Pedagogical Methods
3.3.3. Evolutionary Development
3.3.4. Difficulties

3.4. Production and Creation

3.4.1. Spanish Lexicon
3.4.2. Classification of the Lexicon
3.4.3. Word Formation
3.4.4. Semantic Phenomena

3.5. Lexical/Semantic Application

3.5.1. The Need for Explicit Lexicon Teaching
3.5.2. Lexematic

3.6. Active Learning

3.6.1. What Is It?
3.6.2. Pedagogical Model
3.6.3. Importance of Active Learning
3.6.4. Teaching Tools

3.7. Dictionaries

3.7.1. Typology
3.7.2. The Selection Process
3.7.3. The Dictionary as a Pedagogical Resource
3.7.4. Learning Tool
3.7.5. Resources and Strategies

This will provide key training to advance your career"