This Postgraduate diploma in Teaching Spanish as a Foreign Language for Pre-School and Primary School will generate a sense of confidence in teaching, which will help you grow personally and professionally"

This program pays special attention to the teaching of Spanish as a Foreign Language (SFL), with one of the main objectives being to prepare educators to teach multicultural and multilingual groups. 

Thus, different methodological approaches are presented to facilitate the teacher's work and help them create activities within this specific framework. Interaction is essential to minimize multicultural differences and enable the transformation of the classroom from a teaching space to a social space. The program also emphasizes the importance of information and communication technologies in the field of teaching. 

The use of ICT in the classroom brings wide-ranging benefits and aids the presentation of content. The work of the teacher is a fundamental factor in its use since they must create a digital resource database that is reliable and appropriate for pre-school and primary teaching.

Given the above, it can be seen that the Postgraduate diploma in Teaching Spanish as a Foreign Language for Pre-School and Primary School focuses on developing a range of competencies, as well as linguistic skills in both comprehension and oral and written production. The development of a teaching plan and its corresponding units must be geared towards achieving a series of objectives established at the beginning of the school year. Nowadays, educators are often expected to teach SFL in a multicultural group which has limited contact with the Spanish language, and so the theory related to this area and its practical application has been prioritised in this Postgraduate diploma. The benefits of using a personal digital resource database containing practical and reliable contents are also explored.

Update your knowledge with this Postgraduate diploma in Teaching Spanish as a Foreign Language for Pre-School and Primary School ”

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

• Graphic, schematic, and practical contents which provide scientific and practical information on the disciplines that are essential for professional practice
• The latest developments on Teaching Spanish as a Foreign Language for Pre-School and Primary School
• Practical exercises where self-evaluation can be carried out to improve learning
• Special emphasis on innovative methodologies in Teaching Spanish as a Foreign Language for Pre-School and Primary 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 when selecting a refresher program, for two reasons: in addition to updating your knowledge of Teaching Spanish as a Foreign Language for Pre-School and Primary School , you will obtain a Postgraduate diploma from TECH Global University"

The program’s teaching staff includes professionals from the field of Teaching Spanish as a Foreign Language for Pre-School and Primary School , who contribute their experience to this program, in addition to renowned specialists from leading societies and prestigious universities.

Multimedia content developed with the latest educational technology, will allow professionals a situated and contextual learning, that is to say, a simulated environment that will provide immersive learning designed to prepare them for real situations.

This program is designed around Problem-Based Learning, whereby the teacher must try to solve the different professional practice situations that arise during the course. For this purpose, the educator will be assisted by an innovative interactive video system developed by renowned experts in the field of Teaching Spanish as a Foreign Language for Pre-School and Primary School , with extensive teaching experience.

Increase your decision-making confidence by updating your knowledge with this Postgraduate diploma"

Take this opportunity to learn about the latest advances in Teaching Spanish as a Foreign Language for Pre-School and Primary School and enhance your students’ skills"

The syllabus 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 education and are committed to excellent teaching using new educational technologies.

This Postgraduate diploma in Teaching Spanish as a Foreign Language for Pre-School and Primary School contains the most complete and up to date educational 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. 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 Theory

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 Impairment (SLI)

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. Window 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. Opportunity 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 Language Impairment
1.6.4.2. Speech Development Disorders

1.7. Childhood Language Development

1.7.1. Language Components
1.7.2. Errors in Language Development

1.7.2.1. Errors in Content or Semantics
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. Adolescent Brain Mechanisms of Maturing
1.8.2. Studies on the Adolescent Brain
1.8.3. Neurosciences and Adolescence 

Module 2. Teaching Fundamentals

2.1. Special Considerations for Pre-School and Primary Education

2.1.1. The Concept of Pre-School and Primary Education
2.1.2. Schooling
2.1.3. Age
2.1.4. Pre-School Education versus Primary Education
2.1.5. Functions of Pre-School and Primary Education
2.1.6. Formal Education
2.1.7. Social History of Education
2.1.8. Social Ethics of Pre-School and Primary Education

2.2. Foundations for Language Teaching

2.2.1. The Contribution of Sociology

2.2.1.1. The Influence of the Environment

2.2.2. The Role of the School
2.2.3. Social Relations
2.2.4. Self-Definition and Self-Esteem
2.2.5. The Contribution of Psycholinguistics

2.2.5.1. Foundations of Language Learning
2.2.5.2. Language Development

2.2.6. Stages of Language Development

2.3. Language Teaching

2.3.1. Key concepts: Language and Speech
2.3.2. Language Functions
2.3.3. Language Acquisition

2.3.3.1. Different Theories of Acquisition

2.3.4. Language Levels
2.3.5. Literacy: Concept and Skills
2.3.6. Literacy: Stages of Development
2.3.7. Communicative Competence: Concept of Competence
2.3.8. Communicative Competence: The Linguistic Component
2.3.9. The Sociolinguistic and Pragmatic Component

2.4. Definition of Objectives

2.4.1. The Concept and Types of Objectives
2.4.2. The Development of Objectives
2.4.3. Specification of Objectives
2.4.4. Keys Points on the Design of Objectives
2.4.5. Curriculum Design through Competencies
2.4.6. Typology of Consequences
2.4.7. The Hidden Curriculum
2.4.8. The Concept of Difficulty
2.4.9. Learning Difficulties
2.4.10. Complexity

2.5. Definition of Levels

2.5.1. Concept of Levels
2.5.2. Concept of Systematization and Graduation
2.5.3. Evaluation
2.5.4. Relationship between Development and Educational Level
2.5.5. The Role of the Initial Levels
2.5.6. The Role of Higher Levels

2.6. The Language Curriculum in Pre-School and Primary Education

2.6.1. Competences and Language Teaching 
2.6.2. Language Evaluation
2.6.3. Evaluation in Pre-school Education
2.6.4. Assessment in Primary Education
2.6.5. Pedagogical and Didactic References
2.6.6. Interaction and Integration
2.6.7. Development With Respect To Training 
2.6.8. Individuality versus Collectivist
2.6.9. Principle of Knowledge Application

2.7. The Concept of Literacy

2.7.1. Definition of Literacy
2.7.2. Teaching and Learning Reading and Writing
2.7.3. Academic Achievement and Reading and Writing
2.7.4. Literacy in Pre-School Education

2.7.4.1. Early Learning

2.7.5. Methods of Teaching Reading and Writing
2.7.6. Reading and Writing from Pre-School to Primary School

2.8. Educational Approaches in Pre-School and Primary Education

2.8.1. The Concept of Educational Approach
2.8.2. Functions of the Educational Approach
2.8.3. History of the Different Educational Approaches
2.8.4. Scientific Approach to Pre-School and Primary Education: Behaviorism
2.8.5. Scientific Approach to Pre-School and Primary Education: Cognitivism 
2.8.6. Scientific Approach to Pre-School and Primary Education: Constructivism
2.8.7. General Characteristics of the Dichotomy between Classical and Modern Approaches
2.8.8. Changes and Permanence

2.9. Introduction to the Concept of Play

2.9.1. Definition and Importance of Games
2.9.2. Types of Games
2.9.3. Approach from Psychological and Psychosocial Theories of Play
2.9.4. Play and Language Development 
2.9.5. Play as a Pedagogical Element 
2.9.6. The Role of the Teacher in Games

2.10. Group Language Teaching 

2.10.1. Cooperative Work
2.10.2. The Group
2.10.3. Working in Groups
2.10.4. General Strategies
2.10.5. Group Language Teaching
2.10.6. Strategies for Pre-School Education
2.10.7. Strategies for Primary Education

Module 3. Teaching Spanish as a Foreign Language in Preschool and Primary School

3.1. L2 Learning. Methods and Approaches

3.1.1. Aspects to be Taken into Account when Teaching
3.1.2. Difference between Language Learning and Language Acquisition
3.1.3. Optimal Conditions for Learning a Foreign Language
3.1.4. Approaches and Methods

3.2. Neuroeducation and Bilingualism

3.2.1. Bilingual Brain 
3.2.2. The Age Factor
3.2.3. The Quality Factor
3.2.4. The Method Factor
3.2.5. The Language Factor 
3.2.6. The Number Factor

3.3. Cummins BICS and CALP Theories 

3.3.1. Introduction
3.3.2. Linguistic Interdependence Theory
3.3.3. The Threshold Hypothesis
3.3.4. Additive and Subtractive Bilingualism
3.3.5. The importance of the Mother Tongue
3.3.6. Language Immersion Programs

3.4. L2 and Interaction

3.4.1. The Role of Interaction in Learning
3.4.2. Interaction in Native Language Learning
3.4.3. Interaction in L2 Learning
3.4.4. Types of Interaction in the Foreign Language Classroom
3.4.5. Communicative Approach in Second Language Teaching

3.5. The Role of Emotions in L2 Learning

3.5.1. Emotional Intelligence
3.5.2. Motivation in the Spanish as a Foreign Language Classroom

3.5.2.1. What is Motivation? 
3.5.2.2. Type of Motivation
3.5.2.3. Motivation Factors

3.5.3. Theories of Motivation
3.5.4. Motivation Techniques in the Spanish as a Foreign Language Classroom 

3.6. Working with Graded Readings

3.6.1. Definition of Graded Reading and Characteristics
3.6.2. Advantages of Extensive Reading
3.6.3. Strategies for using Graded Reading in the Classroom
3.6.4. Activities with Graded Readings in the Classroom

3.7. Teaching Resources: Poems, Rhymes and Tongue Twisters

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

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

3.7.2. Rhymes

3.7.2.1. Activities and Games for Initiation and Motivation

3.7.3. Tongue Twisters

3.7.3.1. Origin of Tongue Twisters
3.7.3.2. Features
3.7.3.3. Why use Tongue Twisters in Spanish?

3.8. Teaching Resources: Flashcards and Pictures

3.8.1. Why use Flashcards?
3.8.2. How to use Flashcards in the Spanish Classroom?
3.8.3. Types of Flashcards
3.8.4. Activities with Flashcards

3.9. Didactic Resources: Videos and Animated Short Films

3.9.1.  Why use Short Animation Films?
3.9.2.  How to use Short Films in the Spanish as a Foreign Language Classroom?
3.9.3.  How to Choose a Short Film?
3.9.4.  Activities to do Before, During, and After the Viewing
3.9.5.  Short Films for the Spanish as a Foreign Language (ELE) Classroom

A unique, key, and decisive educational experience to boost your professional development”