Why study at TECH?

Approach the principles of bilingualism from the basics to the most innovative educational currents with this Postgraduate Diploma”

experto universitario metodologia clil aicle aula infantil primaria

In the context of Pre-School and Primary Education, the CLIL methodology has been gradually developed, implementing the integration of linguistic knowledge with the teaching of a foreign language into the curricular content. In this way, meaningful learning has benefited through linguistic immersion and interdisciplinary integration, promoting connections between different curricular areas and fostering a deeper and more holistic understanding of subjects (e.g., in mathematics, science, physical education, etc.). Therefore, they contribute to a more dynamic and effective teaching, through different perspectives and with the use of various activities to explore it.  

This is precisely what the present program in CLIL Methodology in the Pre-School and Primary School Classroom is based on. It is a complete program designed by the best specialists in teaching, who have carried out an exhaustive analysis of the educational context to shape the syllabus of this program. As a result, the graduate will be able to delve into the principles of bilingualism through an innovative and multidisciplinary perspective, as well as the CLIL methodology. On the other hand, they will also delve into the different teaching resources that can be used in the classroom, their design and adaptation to different educational levels and the needs of their students.  

All this, through 540 hours of the best theoretical, practical and additional content, the latter presented in various formats: detailed videos, research articles, news, self-knowledge exercises, images, dynamic summaries, diagrams and much more! In addition, its convenient 100% online mode will allow students to access the program's content from wherever they want, without schedules, in-person classes or limits, and with the only requirement of having a device with an Internet connection (either PC, Tablet or cell phone). It is, therefore, a unique opportunity to specialize in a developing area with a top level university such as TECH. 

An intensive and comprehensive program with which you will master, in just 6 months, the CLIL Methodology”  

The Postgraduate Diploma in CLIL Methodology in the Pre-School and Primary School Classroom contains the most complete and up-to-date program on the market. The most important features include:

  • The development of case studies presented by experts in Bilingual Education in Pre-School and Primary School 
  • 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

You will have access to hundreds of hours of the most innovative and dynamic didactic resources for the bilingual classroom” 

The program’s teaching staff includes professionals from the sector who contribute their work experience to this specializing 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 students must try to solve the different professional practice situations that arise throughout the program. For this purpose, students will be assisted by an innovative, interactive video system created by renowned and experienced experts. 

A Postgraduate Diploma of the highest level presented in a convenient 100% online format for a comfortable and flexible specialization"

especializacion metodologia clil aicle aula infantil primaria

You will learn in detail the most effective recreational activities to use in the classroom depending on the situation and the level of your students"

Syllabus

The program's syllabus has been designed by the teaching team in accordance with demanding and innovative s criteria: originality that define and to this university. Thanks to this, it has been possible to create an exhaustive, complete and dynamic syllabus, ideal to specialize in a comfortable and guaranteed way. In addition, it is developed through the Relearning methodology, which will bring dynamism to the experience, saving the professional hours of study.  especializacion online metodologia clil aicle aula infantil primaria

A 100% online academic experience with which you will achieve the highest teaching level in only 6 months” 

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. 
1.2.6. Bilingualism in Spain BORRAR
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 IBE
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 Early Childhood Curriculum
1.8.2. Myths about Bilingualism in Early Ages
1.8.3. The Place of the Second Language in the Early Childhood Classroom
1.8.4. Routines
1.8.5. Working in Corners
1.8.6. Materials and Resources for Teaching English to Infants and Toddlers

1.9. Bilingualism in Primary School

1.9.1. The Languages in the Primary School Syllabus 
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 Methodology 

2.1. Objectives and Fundamentals

2.1.1. Definition
2.1.2. Basic Principles
2.1.3. Types of CLIL
2.1.4. Advantages of CLIL

2.2. Relationships Between Content and Language

2.2.1. Features of the CLIL Curriculum 
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

2.3.1. The Importance of Scaffolding in CLIL
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 Development

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

2.5. Design and Development of CLIL Materials

2.5.1. The Importance of Materials in CLIL
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

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 through CLIL

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

2.8.1. Advantages of CLIL in Art
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 and Role 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. How to Use Worksheets in the English Classroom
3.7.3. Types of Worksheets
3.7.4. Designing and Creating Worksheets

3.8. Teaching Resources: Flashcards and 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. How to Use 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

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Adapt your classes to the latest educational trends with a program at the highest level of teaching. Enroll now”

Postgraduate Diploma in CLIL Methodology in the Pre-School and Primary School Classroom

The CLIL (Content and Language Integrated Learning) methodology aims at teaching curricular areas or subjects in a foreign language, which allows students in kindergarten and primary education to learn and develop skills in different areas while improving their competence in a second language. This methodology is based on the integration of content from one or more curricular areas with the foreign language, providing students with the opportunity to acquire knowledge of the different subjects in a linguistic immersion environment. This is done through the implementation of activities and projects that combine curricular content with real situations that involve the use of the foreign language. It focuses on the development of communication skills, both oral and written, in the foreign language, through creative and playful activities that motivate students and allow them to learn in a meaningful way. In addition, it seeks to develop their critical thinking, creativity and ability to work in teams.

The CLIL methodology in the pre-school and primary classroom allows students to acquire knowledge of different subjects while improving their competence in a foreign language, thus developing skills and competencies that will be useful in the future. TECH, the world's largest online university, has the Postgraduate Diploma in CLIL Methodology in the Pre-School and Primary Classroom academic program designed to provide students with the skills and tools necessary to teach in a bilingual environment, using a variety of methodologies and specific approaches for teaching curricular content in a foreign language. Students learn to select and design varied educational activities adapted to the ages of the students, for the learning as complete as possible of the contents in the foreign language and of the language itself. In addition, the importance of learning assessment in the bilingual classroom is emphasized and appropriate techniques and tools for the assessment of these students are explored.