This Professional master’s degree in Language Teaching in Pre-School and Primary School will generate a sense of confidence in the performance of the profession, which will help you to grow personally and professionally"

The relevance of the learning stages is unquestionable, since the contents presented to students must be adapted to their needs but, at the same time, they must be the seed of knowledge that will be expanded and developed throughout the teaching-learning process. Therefore, it is essential to understand the communicative needs of the student and to assess their future application.

It should also be noted that this program does not only present a theoretical approach to Didactics and its teaching, since it analyzes the degree of involvement and the benefits obtained from the presence of technological advances in educational spaces. Information and communication technologies are approached since they enjoy an increasing presence due to the advantages of their incursion in the academic world under the correct supervision of the teacher. Likewise, this Professional master’s degree in Language Teaching in Pre-School and Primary School presents the teaching of language as one of its most innovative features. Due to the multicultural nature of any nation, the teacher must know the pedagogical techniques necessary to carry out his or her functions because, often, some of the students who make up the student body do not know the language due to their foreign status. This fact should not be an insurmountable obstacle and, for this reason, one of the thematic modules developed focuses on the teaching of techniques to facilitate the achievement of the planned objectives.

In conclusion, this program studies different perspectives and methodologies to offer teachers a large number of resources, tools and didactic techniques to assist them in the teaching-learning process and to facilitate the acquisition of knowledge by students.

This training makes professionals in this field increase their capacity for success, which results in a better praxis and performance that will have a direct impact on the educational treatment, 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 Language Teaching in Pre-School and Primary School"

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

• Development of more than 75 case studies presented by experts in Language Teaching in Pre-school and Elementary School Education
• The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• The latest information on Language Teaching in Pre-School and Primary School
• It contains practical exercises where the self-evaluation process can be carried out to improve learning with special emphasis on innovative methodologies in Language Teaching in Pre-school and Elementary School Education
• All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Availability of content from any fixed or portable device, with an internet connection

This Professional master’s degree 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 Language Teaching in Pre-School and Primary School, you will obtain a degree from TECH Global University"

It includes in its teaching staff professionals belonging to the field of Language Teaching in Pre-School and Primary School, who pour into this training the experience of their work, in addition to recognized specialists belonging to reference societies and prestigious universities.

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

The design of this program focuses on problem-based learning, by means of which the educator will have to try to solve the different professional practice situations that will arise throughout the program. To do so, the educator will have the help of an innovative interactive video system created by recognized experts in the field of Language Language Teaching in Pre-School and Primary School with extensive teaching experience.

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The structure of the content 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 Professional master’s degree in Language Teaching in Pre-School and Primary School has the most complete and up-to-date program on the market”

Module 1. Education and Development

1.1. Language and the Brain

1.1.1. Brain and Language
1.1.2. Communicative processes of the Brain
1.1.3. 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 Basis 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. The Bilingual Brain

1.5.1. Concept of Bilingualism
1.5.2. Bilingual Brain

 1.5.2.1. Critical and Sensitive Periods
 1.5.2.2. Positive and Negative Effects of Bilingualism

1.5.3. Brain of the Early Bilingual vs. Late Bilingual
1.5.4. Changes in Neural Circuits in Bilingual Brains
1.5.5. Learning Factors in the Acquisition of One or More Languages

 1.5.5.1. Windows of Opportunity
 1.5.5.2. Aptitude
 1.5.5.3. Motivation
 1.5.5.4. Strategy
 1.5.5.5. Consistency
 1.5.5.6. Timeliness and Support
 1.5.5.7. Linguistic Relationship between Languages
 1.5.5.8. Siblings
 1.5.5.9. Gender
 1.5.5.10. Right or Left-Handedness

1.5.6. 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 Developmental Speech and Language Disorder
 1.6.4.2. Developmental Speech Disorders

1.7. Childhood Language Development

1.7.1. 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

 1.7.3.1. The Influence of Context and Interaction on Language Development

1.7.4. The Relationship Between Gestures and Language Development

1.8. The Adolescent Brain

1.8.1. Maturation Mechanisms of the Adolescent Brain
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. Didactic 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. Security
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 Elementary 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 Strategies

Module 3. Fundamentals of Didactics

3.1. Specificity of Pre-school and Elementary School Education

3.1.1. The Concept of Pre-school and Elementary School Education
3.1.2. Schooling
3.1.3. Age
3.1.4. Pre-school Education versus Elementary School Education
3.1.5. Functions of Pre-school and Elementary School Education
3.1.6. Formal Education
3.1.7. Social History of Education
3.1.8. Social Ethics of Pre-school and Elementary School Education
3.1.9. Legal Issues and Situations

3.2. Bases for Language Didactics

3.2.1. The Contribution of Sociology

 3.2.1.1. The Influence of the Environment

3.2.2. The Role of the School
3.2.3. Social Relations
3.2.4. Self-definition and Self-esteem
3.2.5. The Contribution of Psycholinguistics

 3.2.5.1. Basis of Language Learning
 3.2.5.2. Language Development

3.2.6. Stages of Language Development

3.3. Didactics of Language

3.3.1. Key concepts: Language and Speech
3.3.2.  Language Functions
3.3.3. Language Acquisition

 3.3.3.1. Different Theories of Acquisition

3.3.4. Language Levels
3.3.5. Literacy: Concept and Skills
3.3.6. Literacy: Stages of Development
3.3.7. Communicative Competence: Concept of Competence
3.3.8. Communicative Competence: The Linguistic Component
3.3.9. The Sociolinguistic and Pragmatic Component

3.4. Definition of Objectives

3.4.1. The Concept and Types of Objectives
3.4.2. The Development of Objectives
3.4.3. Specification of Objectives
3.4.4. The Keys to the Design of Objectives
3.4.5. Curriculum Design through Competencies
3.4.6. Typology of Consequences
3.4.7. The Hidden Curriculum
3.4.8. The Concept of Difficulty
3.4.9. Learning Difficulties
3.4.10. Complexity

3.5. Definition of Levels

3.5.1. Concept of Levels
3.5.2. Concept of Systematization and Graduation
3.5.3. Evaluation
3.5.4. Relationship between Development and Educational Level
3.5.5. The Role of the Initial Levels
3.5.6. The Role of Higher Levels

3.6. The Language Curriculum in Pre-school and Elementary School Education

3.6.1. Competences and Language Teaching 
3.6.2. Language Evaluation
3.6.3. Assessment in Pre-school Education
3.6.4. Assessment in Elementary School Education
3.6.5. Pedagogical and Didactic References
3.6.6. Interaction and Integration
3.6.7. Development With Respect To Training 
3.6.8. Individuality versus Collectivity
3.6.9. Principle of Knowledge Application

3.7. The Concept of Literacy

3.7.1. Definition of Literacy
3.7.2. The Teaching and Learning of Reading and Writing
3.7.3. Academic Achievement and Reading and Writing
3.7.4. Literacy in Pre-school Education

 3.7.4.1. Early Learning

3.7.5. Methods of Teaching Reading and Writing
3.7.6. Reading and Writing in Kindergarten to Elementary School

3.8. Educational Approaches in Pre-school and Elementary School Education

3.8.1. The Concept of Educational Approach
3.8.2. Functions of the Educational Approach
3.8.3. History of the Different Educational Approaches
3.8.4. Scientific Approach to Pre-school and Elementary School Education: Behaviorism
3.8.5. Scientific Approach to Pre-school and Elementary School Education: Cognitivism 
3.8.6. Scientific Approach to Pre-school and Elementary School Education: Constructivism
3.8.7. General Characteristics of the Dichotomy between Classical and Modern Approaches
3.8.8. Changes and Permanence

3.9. Introduction to the Concept of Play

3.9.1. Definition and Importance of the Game
3.9.2. Types of Games
3.9.3. Approach from Psychological and Psychosocial Theories of Play
3.9.4. Play and Language Development 
3.9.5. Play as a Pedagogical Element 
3.9.6. The Role of the Teacher in the Game

3.10. The Didactics of the Language in a Group 

3.10.1. Cooperative Work
3.10.2. The Group
3.10.3. Working in Groups
3.10.4. General Strategies
3.10.5. Didactics of the Language in Groups
3.10.6. Strategies for Pre-school Education
3.10.7. Strategies for Elementary School Education

Module 4. Methodology: Didactic Design and Programming

4.1. The Curriculum

4.1.1. What is the School Curriculum?
4.1.2. Curricular Approaches
4.1.3. Curriculum Design
4.1.4. Curriculum Models
4.1.5. Levels of Concreteness
4.1.6. From the Educational Project to the Didactic Programs
4.1.7. The General Characteristics of the Language and Literature Curriculum

 4.1.7.1. Curricular Aspects of Pre-school Education
 4.1.7.2. Curricular Aspects of Elementary School Education

4.2. Competencies

4.2.1. What are Competencies?
4.2.2. Key Competencies
4.2.3. Methodological Strategies to work on the Competences in the Classroom
4.2.4. Teacher Competencies
4.2.5. Communicative Competence
4.2.6. Competency-based Assessment

4.3. Methodology

4.3.1. Multiple Intelligences and their Implication in the Classroom
4.3.2. Active Methodology

 4.3.2.1. Activity Principle
 4.3.2.2. Corners
 4.3.2.3. Workshops
 4.3.2.4. Projects

4.3.3. Experienced Methodology
4.3.4. Globalized Methodology
4.3.5. Playful-creative Methodology
4.3.6. Inclusive Methodology

 4.3.6.1. Heterogeneous Groups
 4.3.6.2. Flexible Groupings
 4.3.6.3. Interactive Groups

4.3.7. Socialized Methodology
4.3.8. Personalized Methodology

4.4. ICT in the Methodology

4.4.1. Digital Literacy
4.4.2. Children and Computers: Controversy
4.4.3. Educational Software
4.4.4. Possible Classroom Activities

4.5. Alternative Methodologies in Education

4.5.1. Kumon Method
4.5.2. Montessori Method
4.5.3. Waldorf Method
4.5.4. Doman Method
4.5.5. Harkness Method
4.5.6. Reggio Emilia Method

4.6. Didactic Programming

4.6.1. Elementary Concepts: Elements
4.6.2. General Methodology
4.6.3. Resources Required
4.6.4. Programming Structure

 4.6.4.1. Sequencing of Contents
 4.6.4.2. The Main Thematic Blocks

4.6.5. Attention to Diversity
4.6.6. Evaluation

4.7. Design of the Didactic Unit

4.7.1. Elements of the Programming Table
4.7.2. Objectives and Justification
4.7.3. Contents and Description of Activities

 4.7.3.1. Introductory and Motivational Activities
 4.7.3.2. Development Activities
 4.7.3.3. Synthesis and Application Activities
 4.7.3.4. Extension and Reinforcement Activities

4.7.4. Sequencing
4.7.5. Methodology

 4.7.5.1. The Transmitted Approach
 4.7.5.2. The Constructivist Approach

4.7.6. Resources
4.7.7. Attention to Diversity
4.7.8. Evaluation

 4.7.8.1. Evaluation Instruments
 4.7.8.2. The Objects of Evaluation

4.8. Evaluation

4.8.1. The Classroom as an Evaluation Context
4.8.2. The Teacher as Observer and Evaluator
4.8.3. Traditional Assessments
4.8.4. Alternative Assessments
4.8.5. The Educational Portfolio
4.8.6. Grading and Performance Reporting
4.8.7. Teacher Evaluation
4.8.8. School Evaluation

Module 5. Language Didactics

5.1. Reading and Writing from Pre-school Education

5.1.1. Concept and Delimitation of Children's Literature
5.1.2. Children's Literature and its Didactics
5.1.3. Children's Literature and Plastic, Corporal, and Musical Expression

5.2. The Teaching of Language and the Teaching of Communication 

5.2.1. Preliminary Considerations
5.2.2. Elements of Communication in Pre-school Education
5.2.3. Pre-language Activities
5.2.4. Activities with Language
5.2.5.  The Relevance of Teaching Communication in Elementary School Education

5.3. The Learning of Reading and Writing in Pre-school Education

5.3.1. Preliminary Considerations
5.3.2. The inclusion of Reading and Writing in Pre-school Education
5.3.3. The Role of the Family in the Reading Context
5.3.4. Strategies for the Development of Related Skills
5.3.5. The Environment to Approach Reading and Writing

5.4. Learning to Read and Write in Elementary School Education

5.4.1. Preliminary Considerations
5.4.2. Strategies for Teaching Writing
5.4.3. Strategies for Teaching Reading
5.4.4. Reading Assessment
5.4.5. Processes in Reading

5.5. Relationships between Oral and Written Language

5.5.1. General Considerations
5.5.2. Language and Thought
5.5.3. Organization of Oral and Written Discourse
5.5.4. The Transition from Oral to Written Language
5.5.5. Oral Language as a Support for Written Language

Module 6. Reading and Writing Didactics

6.1. Factors involved in Language Acquisition

6.1.1. Oral Expression

 6.1.1.1. Definition

6.1.2. Characteristics of Oral Language

 6.1.2.1. Components of Oral Language

6.1.3. Functions of Spoken Language
6.1.4. Oral Language Requirements
6.1.5. Factors that Intervene in Oral Language
6.1.6. Methods of Learning to Read and Write
6.1.7. Written Expression

 6.1.7.1. Definition

6.1.8. Characteristics of Written Language
6.1.9. Factors involved in Written Language
6.1.10. Reading Comprehension

 6.1.10.1. Definition
 6.1.10.2. Principles

6.2. Language and Communication

6.2.1. Human Communication and Language
6.2.2. Language as an Instrument of Communication
6.2.3. Theories

 6.2.3.1. Behaviorist Theory. Skinner
 6.2.3.2. Innate Theory. Chomsky
 6.2.3.3. Cognitive Theory. Piaget
 6.2.3.4. Interactionist Theory. Vygotsky and Bruner

6.2.4. Evolution of Comprehension and Expression
6.2.5. Beginning of Preverbal Communication
6.2.6. Non-Verbal Communication
6.2.7. Factors Favoring Language Acquisition

 6.2.7.1. Factors that Depend on the Child and its Development
 6.2.7.2. Factors that are Incorporated through the Relationship with Adults

6.2.8 Stages of Child Language Development

 6.2.8.1. Prelinguistic Stage
 6.2.8.2. Non-combinatory Language Stage
 6.2.8.3. Combinatorial Language Stage

6.2.9. Language Disorders

 6.2.9.1. Diagnosis and its Problems
 6.2.9.2. Categories in Language Disorders

6.2.10. Specific Language Acquisition Disorders

 6.2.10.1. Dyslalia
 6.2.10.2. Dysphemia
 6.2.10.3. Dysglossia
 6.2.10.4. Dysphasia 
 6.2.10.5. Dyslexia

6.3. Written Language

6.3.1. Written Language 

 6.3.1.1. Literacy

6.3.2. Written Language
6.3.3. The value of Literacy
6.3.4. Literacy and Family
6.3.5. The Role of the Family
6.3.6. The Role of the School

 6.3.6.1. The School
 6.3.6.2. The Role of the Teacher

6.3.7. Writing and Written Language 
6.3.8. Oral and Written Language. Communication System 
6.3.9. What should the Children Learn About the Written Language? 
6.3.10. How Does one Learn to Write?

6.4. What is Reading?

6.4.1. Phases of the Reading Process
6.4.2. Visual and Non-visual Information
6.4.3. The Objectives of Reading
6.4.4. Cognitive and Linguistic Processes Involved in Reading
6.4.5. Memory
6.4.6. The Reading Process

 6.4.6.1. Decoding
 6.4.6.2. Comprehension

6.4.7. Reading in the Classroom 
6.4.8. The Curriculum

6.5. Encouragement to Reading

6.5.1. Reading for Pleasure vs. Reading for Duty
6.5.2. Strategies for the Promotion of Reading
6.5.3. The Library
6.5.4. Internet as a Source of Reading
6.5.5. Animation Activities

6.6. Teaching and Learning to Read and Write

6.6.1. Phases of Learning to Read
6.6.2. Phases of Learning to Write
6.6.3. Methods of Teaching Reading and Writing
6.6.4. Strategies for Reading
6.6.5. Evaluation of Strategies
6.6.6. Uses of Written Language
6.6.7. Reading and Writing Teaching and Learning Activities
6.6.8. The Typeface
6.6.9. Materials. Basic Materials
6.6.10. Instruments

 6.6.10.1. Some Instruments for the Continuous Regulation of the Learning of Reading and Writing
 6.6.10.2. Some instruments for the self-regulation of the learning of reading and writing

6.7. The Teacher's Role

6.7.1. Functions
6.7.2.  Knowledge for the Development of their Activity
6.7.3.  Aspects that a Teacher should Develop
6.7.4.  Teacher Training
6.7.5.  Teacher's Functions According to the Regulations
6.7.6.  The Teacher and their Relationship with the Families
6.7.7.  Successful Actions

6.8. Second Language Learning. English as L2

6.8.1. The Concept of Bilingual Teaching. English as L2
6.8.2. Bilingual Teaching Models
6.8.3. Principle of Globalized Approach
6.8.4. Implications for Teaching English as an L2
6.8.5. Activities and Resources
6.8.6. Oral Narration in the English Language Classroom
6.8.7. Reading or Telling a Story
6.8.8. Oral Narration as an L2 Teaching Tool
6.8.9. Keys to Oral Narration
6.8.10. Activities for Before, During, and After the Oral Narration

6.9.  Literature

6.9.1. Why Literature?

 6.9.1.1. The Student Profile
 6.9.1.2. Objectives of the Teaching of Literature

6.9.2. The Literary Genre

 6.9.2.1. Lyric, Narrative, and Dramatic
 6.9.2.2. Current Genres

6.9.3. The Habit of Reading
6.9.4. Children's Literature

 6.9.4.1. What is it? 

6.9.5. The Genres of Children's Literature
6.9.6. The Fairy Tale
6.9.7. Criteria for Selection, Use, and Storytelling

 6.9.7.1. Criteria for Story Selection
 6.9.7.2. Specific Criteria according to the Age of the Children
 6.9.7.3. Classification According to Subject Matter
 6.9.7.4. Criteria for Storytelling

6.9.8. The Classroom Library

 6.9.8.1. General Functions
 6.9.8.2. Conditions to be Met by a Classroom Library
 6.9.8.3. Role of the Teacher in the Classroom Library

6.10. Evaluation

6.10.1 Characteristics of the Evaluation
6.10.2. What to Evaluate?
6.10.3. Evaluation Guidelines
6.10.4. When to Evaluate?
6.10.5. Reading Comprehension Assessment
6.10.6. Assessment of Reading Strategies
6.10.7. Tasks that Assess the Child's Writing System
6.10.8. Assessment Tools
6.10.9. Other Instruments for Literacy Assessment

Module 7. Oral Communication

7.1. What is Oral Discourse? Characteristics and Genres

7.1.1. Orality, that which Relates to Speech and Voice

 7.1.1.1. What is Oral Discourse? 
 7.1.1.2. Orality, Complex, and Multidimensional
 7.1.1.3. Elements of Oral Discourse
 7.1.1.4. Characteristics of Oral Discourse and How it Differs from Written Discourse
 7.1.1.5. The Functions of Language
 7.1.1.6. Genres of Oral Discourse

7.2. Oral Competence as a Basis for Learning

7.2.1. The National Curriculum on Oral Competence as a Basis for Learning
7.2.2. The Difference between Discourse and Oral Proficiency
7.2.3. Elements of Oral Proficiency
7.2.4. From Linguistic Practice to the Learning Situation
7.2.5. Linguistic Interactions and Scientific Learning
7.2.6. How is the Meaning of an Everyday Word Transformed into a Scientific Concept?
7.2.7. The Construction of Knowledge through Error
7.2.8. How do we know to what Degree the Learner's Conceptualization of Words has been Expanded?

7.3. The Oral Code: From the Family Environment to the School Environment

7.3.1. A Look at the Evolution of Language in the Child
7.3.2. The Family: Influence and Interaction
7.3.3. The Family and its Spiritual-cultural Function
7.3.4. Factors that Alter the Development of Communication in the Child
7.3.5. The Treatment of Oral Communication at School, Why Work on Oral Language in the Classroom? 
7.3.6. Oral Communication in the Child and the Role of the School
7.3.7. What Conversation should be Promoted in the Classroom and How?
7.3.8. Types of Oral Discourse in the Classroom

7.4. The Teacher's Speech

7.4.1. The Classroom as a Communicative Situation
7.4.2. The Teacher's Speech
7.4.3. Elementary School Teachers and their Oral Competence
7.4.4. Elementary School Teachers and the Improvement of their Oral Expression
7.4.5. Self-evaluation
7.4.6. The Educator's Correction in the Development of Oral Expression
7.4.7. Talking to Students and Making them Talk

7.5. Verbal Language and Non-verbal Language

7.5.1. Verbal and Non-verbal Language 
7.5.2. Non-verbal Language and its Value in Oral Communication
7.5.3. Classification of Non-verbal Language (Non-verbal Codes)
7.5.4.  Gesture and Body Movement (Kinesics or Kinesics)
7.5.5.  Social Space and Distance (Proxemics) 
7.5.6.  Time (Chronemic Aspect)
7.5.7.  Paraverbal Language and its Functions
7.5.8.  Teaching Non-verbal Language

7.6. Activities for the Development of Oral Competence

7.6.1. Teaching Oral Communication, a Confusing Notion
7.6.2. Difficulties in Teaching Oral Competence, Object of Study in Elementary School Education
7.6.3. What to Teach as Oral Competence?
7.6.4. Methods and Conditions for Developing Oral Communication
7.6.5. Classification of Activities and Didactic Strategies for the Development of Listening Comprehension
7.6.6. Activities and Didactic Strategies for the Development of Oral Expression
7.6.7. The Conversation or Dialogue and the Colloquium for the Development of Oral Competence
7.6.8. Narration, Description, and Recitation for the Development of Oral Proficiency
7.6.9. Exposition and Discussion for the Development of Oral Competence
7.6.10. Dramatization or Simulation for the Development of Oral Competence

7.7. Diagnosis of Oral Competence and its Evaluation

7.7.1. The National Curriculum for Elementary School Education on the Diagnosis of Oral Competence
7.7.2. Assessment Criteria and Learning Standards of the National Curriculum
7.7.3. Generalities of Oral Competence in Elementary School, Observation, and Assessment
7.7.4. Initial or Diagnostic, Formative, and Final Assessment
7.7.5. What to Assess in Students' Oral Proficiency?
7.7.6. Construction of Rubrics for Assessing Oral Competence
7.7.7. Assessment of Orality Based on Competencies
7.7.8. Assessment of Language-related Competencies
7.7.9. Assessment of Competencies Linked to Attitudes and Behaviors in Communication Situations
7.7.10. Evaluation of Competencies with respect to the Production of Utterances in a Communication Situation

7.8. Folklore and Oral Literature

7.8.1. Definition of Folklore and Oral Literature
7.8.2. Characteristics of Oral Literature
7.8.3. The Study of Oral Folklore
7.8.4. Relations and Differences between Oral and Written Literature
7.8.5. The Genres of Oral Literature
7.8.6. The Folk Tale as a Paradigm of Oral Literature
7.8.7. Didactic Possibilities of Oral Literature

7.9. Oral Language Disorders

7.9.1. Brain Functioning and Oral Language Development
7.9.2. Diagnosis of a Language Disorder Warning and Ruling Out Signs
7.9.3. Language Disorders in the Constellation of DIS Disorders
7.9.4. Oral Language Disorders, not just a Communication Problem, Psychological, Learning, and Psychomotor Implications
7.9.5. Communication Disorders in the Autistic Spectrum and Other Syndromes
7.9.6. Legislation, Provisions, and Pedagogical Adaptations in School for Children with Language Disorders
7.9.7. Hearing Impairment
7.9.8. The Ordeal of Foreign Languages
7.9.9. Parental Role. Relationship between Families, School, and Specialists

Module 8. Didactics of Grammar, Lexicon and Spelling

8.1. General Considerations

8.1.1. Introduction
8.1.2. General Differences
8.1.3. Differences in the Teaching of Grammar and Vocabulary
8.1.4. Spelling in Elementary School Education
8.1.5. Key Concepts for Teaching Grammar
8.1.6. Theoretical Frameworks of Descriptive Grammar
8.1.7. Grammar Acquisition
8.1.8. Prescriptive Grammar and School Grammar
8.1.9. Theories of Vocabulary Acquisition
8.1.10. Phonology, Morphemes, and Semantics
8.1.11. Concept of Orthography

8.2. Vocabulary Didactics

8.2.1. Introduction
8.2.2. The Importance of Vocabulary
8.2.3. Vocabulary Development
8.2.4. Methods and Approaches
8.2.5. Vocabulary Didactics in Pre-school Education
8.2.6. Vocabulary Didactics in Elementary School Education

8.3. The Teaching of Spelling

8.3.1. The Concept
8.3.2. Importance of Selling
8.3.3. Spelling in Pre-school Education
8.3.4. Spelling in Elementary School Education
8.3.5. Learning Spelling
8.3.6. Teaching Strategies

8.4. Teaching Grammar 

8.4.1. Concept of Grammar 
8.4.2. The Importance and Critique of Grammar Teaching
8.4.3. The Meaning of Teaching Grammar
8.4.4. The Teaching of Grammar in Pre-school Education
8.4.5. Teaching Grammar in Elementary School Education
8.4.6. Grammar and Reading and Writing

8.5. Didactic Resources for the Teaching of Vocabulary, Grammar, and Spelling

8.5.1. Introduction
8.5.2. Concept of a Didactic Resource
8.5.3. Classification of Didactic Resources
8.5.4. The Didactic Resource in Pre-school Education
8.5.5. The Didactic Resource in Elementary School Education
8.5.6. Technologies as a Didactic Resource
8.5.7. Vocabulary, Grammar, and Spelling Applications

 8.5.7.1. Vocabulary Teaching Resources
 8.5.7.2. Resources for Teaching Grammar
 8.5.7.3. Resources for Teaching Spelling

Module 9. Teaching Methods of Spanish as a Foreign Language for Preschool and Elementary School Education

9.1. L2 Learning. Methods and Approaches

9.1.1. Aspects to be Taken into Account when Teaching
9.1.2. Difference between Language Learning and Language Acquisition
9.1.3. Optimal Conditions for Learning a Foreign Language
9.1.4. Approaches and Methods

9.2. Neuroeducation and Bilingualism

9.2.1. Bilingual Brain 
9.2.2. The Age Factor
9.2.3. The Quality Factor
9.2.4. The Method Factor
9.2.5. The Language Factor 
9.2.6. The Number Factor

9.3. Cummins' Theories on Bilingualism

9.3.1. Introduction
9.3.2. Linguistic Interdependence Theory
9.3.3. The Threshold Hypothesis
9.3.4. Additive and Subtractive Bilingualism
9.3.5. The importance of the Mother Tongue
9.3.6. Language Immersion Programs

9.4. L2 and Interaction

9.4.1. The Role of Interaction in Learning
9.4.2. Interaction in Native Language Learning
9.4.3. Interaction in L2 Learning
9.4.4. Types of Interaction in the Foreign Language Classroom
9.4.5. Communicative Approach in Second Language Teaching

9.5. The Role of Emotions in L2 Learning

9.5.1. Emotional Intelligence
9.5.2. Motivation in the Spanish as a Foreign Language Classroom

 9.5.2.1. What is Motivation? 
 9.5.2.2. Type of Motivation
 9.5.2.3. Motivation Factors

9.5.3. Theories of Motivation
9.5.4. Motivation Techniques in the Spanish as a Foreign Language Classroom 

9.6. Working with Graded Readings

9.6.1. Definition of Graded Reading and Characteristics
9.6.2. Advantages of Extensive Reading
9.6.3. Strategies for using Graded Reading in the Classroom
9.6.4. Activities with Graded Readings in the Classroom

9.7. Teaching Resources: Poems, Rhymes, and Tongue Twisters

9.7.1. Why use Poetry in the Spanish as a Foreign Language Classroom?

 9.7.1.1. What kind of Texts?
 9.7.1.2. The Poem as an Activity in the Spanish as a Foreign Language Classroom

9.7.2. Rhymes

 9.7.2.1. Activities and Games for Initiation and Motivation

9.7.3. Tongue Twisters

 9.7.3.1. Origin of Tongue Twisters
 9.7.3.2. Characteristics
 9.7.3.3. Why use Tongue Twisters in Spanish?

9.8. Didactic Resources: Flashcards and Pictures

9.8.1. Why use Flashcards?
9.8.2. How to use Flashcards in the Spanish Classroom?
9.8.3. Types of Flashcards
9.8.4. Activities with Flashcards

9.9. Didactic Resources: Videos and Animated Short Films

9.9.1. Why use Short Animation Films?
9.9.2. How to use Short Films in the Spanish as a Foreign Language Classroom?
9.9.3. How to Choose a Short Film?
9.9.4. Activities to do Before, During, and After the Viewing
9.9.5. Short Films for the Spanish as a Foreign Language (ELE) Classroom

Module 10. ICTs in the Language and Literature Classroom

10.1. New Technologies in Education

10.1.1. The Educational Context 2.0
10.1.2. Why use ICT?
10.1.3. The Digital Competencies of Teachers and Students
10.1.4. Summary
10.1.5. Bibliography and Recommended Readings

10.2. ICT in the Classroom and its Application

10.2.1. Digital Book
10.2.2. Digital Whiteboard
10.2.3. Digital Backpack
10.2.4. Mobile Devices

10.3. ICT on the Web and its Application

10.3.1. Surfing and Searching for Information
10.3.2. Educational Software
10.3.3. Guided Activities on the Internet
10.3.4. Educational Blogs and Web Pages
10.3.5. Language and Literature Teacher's Wikis
10.3.6. Learning Platforms: Moodle and Schoology
10.3.7. Google Classroom
10.3.8. Google Docs
10.3.9. MOOCs

10.4. Social Networks and their applications in Teaching

10.4.1. Introduction to Social Networks
10.4.2. Facebook
10.4.3. Twitter
10.4.4. Instagram
10.4.5. LinkedIn

10.5. ICT for Language and Literature

10.5.1. Outlines, Concept, and Mind Maps
10.5.2. Infographics
10.5.3. Presentations and Moving Texts
10.5.4. Creation of Video Tutorials
10.5.5. Gamification
10.5.6. Flipped Classroom
10.5.7. Summary

10.6. Design of Collaborative Activities for Language and Literature

10.6.1. Creation of Collaborative Activities
10.6.2. Reading and Writing with ICT
10.6.3. Expanding Dialogue and Reasoning Skills with ICTs
10.6.4. Attention to Group Diversity
10.6.5. Scheduling and Monitoring of Activities

10.7. Evaluation with ICT in Language and Literature

10.7.1. Assessment Systems with ICT
10.7.2. The e-Portfolio
10.7.3. Self-assessment, Peer Assessment, and Feedback
10.7.4. Summary
10.7.5. Bibliography and Recommended Readings

10.8. Evaluation with ICT in Language and Literature

10.8.1. Filtering Information and Infoxication
10.8.2. Online Distractors
10.8.3. Activity Tracking
10.8.4. Summary
10.8.5. Bibliography and Recommended Readings

10.9. My ICT Resources for Language and Literature with TN

10.9.1. History of NNTT and ICT in Education
10.9.2. Storage and Retrieval of Resources, Materials, and Tools
10.9.3. Updating Resources, Materials, and Tools
10.9.4. Summary
10.9.5. Bibliography and Recommended Readings

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