Our objective is to train highly qualified professionals who have mastered the theory of Teaching Spanish as a Foreign Language (SFL) and the necessary skills to teach it successfully in the real classroom"

Spanish is the second most spoken language in the world. Among the data that has recently become available is that a total of 585 million people, 7.6% of the world's population, currently speak Spanish. This has turned its teaching into an area of work full of possibilities. It is, however, a highly complex language, which requires teachers to have a broad command of grammar, spelling and the different uses of the language. 

This program, conceived as an intensive study of the Spanish language in the field of its teaching as a Foreign Language (SFL), will provide the student, in a short period of time, with the linguistic, sociolinguistic and pragmatic competencies required for teaching Spanish. The syllabus pays special attention to the critical analysis of the various factors involved in the teaching-learning process of SFL (teaching materials, teaching proposals, strategies, evaluation of processes and results...).

This intensive program will allow students to develop and expand their knowledge and skills related to Spanish lexical competence in teaching. At the end of the Professional master’s degree, the students will be able to detect frequent errors in the teaching of Spanish and will have acquired the necessary tools for the prevention and correction of these errors so that they will have the necessary skills to work as teachers of Spanish as a Foreign Language (SFL).

Additionally, this Professional master’s degree will enable the teacher to explain and solve confusing questions regarding grammar or the evaluation process of their students, providing a complete methodology for teaching vocabulary and different techniques and teaching materials, taught by distinguished experts in the field with extensive experience in the education sector. A high-level program that also includes the study of the necessary didactic tools to materialize this knowledge in the teaching practice as a high level specialist.

Through a realistic approach that incorporates contextualization as a working tool, you will learn to deal with real classroom situations, acquiring real skills as a teacher"

This Professional master’s degree in Teaching Spanish as a Foreign Language (SFL) offers the characteristics of a high-level teaching and technological course. These are some of its most notable features: 

• Practical case studies presented by experts
• The graphic, schematic, and practical contents with which they are created, provide scientific and 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 learn from highly qualified experts in this field, who will provide the students of the Professional master’s degree with their real experience, giving the study a realistic and immediate vision of this profession"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training 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 training 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 student will be assisted by an innovative interactive video system created by renowned and experienced experts.   

A step that can be a great boost for your career, allowing you to compete in a sector full of job opportunities”

Achieve your objectives by getting up to date in the latest techniques and teaching advances, through a highly demanding Professional master’s degree”

The contents of this program have been developed by the different experts involved in it 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 complete and well-structured program will take you to the highest standards of quality and success.

A structured syllabus based on the optimization of effort, which will lead you to learn all the aspects you need to become a Spanish teacher, with the security of a real training"

Module 1. Fundamentals of the Teaching Language

1.1.  Teaching Language and Literature
1.2.  Introduction to the Concept of Teaching
1.3.  Teaching Language

1.3.1. Teaching Literature
1.3.2. Teaching from a Cultural Perspective

1.4.  The Language and Literature Syllabus

1.4.1.  Definition of the Concept of a Syllabus
1.4.2.  The Elements and Parts of the Syllabus
1.4.3.  The Syllabus of Language and Literature in Primary Education. Primary
1.4.4.  The Language and Literature Syllabus in High School Education

1.5.  Oral Language Didactics

1.5.1.  Elements of Oral Proficiency

1.5.1.1. Characteristics of Oral Language
1.5.1.2. Teaching Oral Communication
1.5.1.3. Teaching Proposals

1.6.  Written Language Didactics

1.6.1.  Definition of the Concept of Written Language
1.6.2.  Key Elements in the Teaching Written Language
1.6.3.  ICT in Teaching Language

1.6.3.1. Written Language Evaluation

1.7.  Teaching Reading

1.7.1.  Analysis of the Concept of Teaching Reading

1.7.1.1. Development and Characteristics of the Reading Process in Primary Education
1.7.1.2. The Promotion of Reading in the Educational Stage
1.7.1.3. Practical Applications of Teaching Reading

1.8.  Teaching Literature

1.8.1.  Definition of Teaching Literature
1.8.2.  Elements of the Teaching Literature
1.8.3.  Teaching Methodologies of Literature
1.8.4.  Evaluation of Literary Education

1.9.  Practical Applications Didactic Programming

1.9.1.  The Definition of Educational Programming 

1.9.1.1. Elements of Educational Programming
1.9.1.2. Development of a Program for Spanish Language and Literature

Module 2. Introduction to Lexicon and Semantics

2.1.  Introduction to Lexical-Semantics

2.1.1.  Historical Precedents
2.1.2.  Significance
2.1.3.  Signs and Symbols
2.1.4.  Linguistic Communication
2.1.5.  The Linguistic Sign

2.2.  Basic Fundamentals

2.2.1.  What is Semantics?
2.2.2.  Semantics a Science?
2.2.3.  Structural Semantics
2.2.4.  Semantics and Society

2.3.  Learning and Acquisition

2.3.1.  Basic Principles
2.3.2.  Pedagogical Methods
2.3.3.  Evolutionary Development
2.3.4.  Difficulties

2.4.  Production and Creation

2.4.1.  Spanish Lexicon
2.4.2.  Classification of the Lexicon
2.4.3.  Word Formation
2.4.4.  Semantic Phenomena

2.5.  Lexical-Semantic Application

2.5.1.  The Need for Explicit Lexicon Teaching
2.5.2.  Lexematic

2.6.  Active Learning

2.6.1.  What Is It?
2.6.2.  Pedagogical Model
2.6.3.  Importance of Active Learning
2.6.4.  Teaching Tools

2.7.  Dictionaries

2.7.1.  Typology
2.7.2.  The Selection Process
2.7.3.  The Dictionary as a Pedagogical Resource
2.7.4.  Learning Tool
2.7.5.  Resources and Strategies

Module 3. Grammar and Pragmatics for Communication in Spanish as a Foreign Language

3.1.  Basic Principles of Spanish Grammar
3.2.  Functional Grammar 

3.2.1. Nouns
3.2.2. Adjectives
3.2.3. Verbs
3.2.4. Adverbs
3.2.5. Pronouns
3.2.6. Syntax: Subject and Predicate
3.2.7. Agreement
3.2.8. Grammar for Communication

3.3.  The Value of Verbs in Relation to the Past

3.3.1.  Verb Tenses

3.3.1.1. Action as the Core of the Message

3.4.  Work Methodology for Explaining the Past in Spanish as a Foreign Language Classes

3.4.1.  Introduction on Ways to Work on the Past Tense in the Spanish as a Foreign Language Class
3.4.2.  Verb Semantics
3.4.3.  Explanation Using Primary and Secondary Values
3.4.4.  Delimited Dynamic Verbs

3.5.  Imperative and Subjunctive: Verb Modes

3.5.1. Subjunctive and Imperative
3.5.2. Semantic Factors
3.5.3. The Subjunctive in Subordinate Noun Clauses
3.5.4. The Subjunctive in Subordinate Adjective Clauses
3.5.5. The Subjunctive in Subordinate Adverbial Clauses
3.5.6. Use of the Imperative in Formal Speech
3.5.7. The Importance of the Imperative in Spanish Speech

3.6.  Classification and Prepositional Use of Verbal Periphrasis

3.6.1. Aspectual Verb Combinations
3.6.2. Aspectual Verb Combinations
3.6.3. The Difference Between Periphrasis and Locution

3.7.  Ways of Introducing and Explaining the Verbs; ‘Ser’ and ‘Estar’ in the Spanish as a Foreign Language Class

3.7.1.  ‘Ser’ as a Nominative Verb
3.7.2.  ‘Estar’ as Auxiliary and Locative Verb
3.7.3.  Using ‘Ser’ and ‘Estar’ with Adjectives
3.7.4.  ‘Ser’ and ‘Estar’ as Copulative Verbs
3.7.5.  On Generalizations in Relation to the Verbs; ‘Ser’ and ‘Estar

3.8.  Comparing the Traditional Explanation with the Evolution of the Verbs; ‘Ser’ and ‘Estar’

3.8.1.  Historical Framework of Verbal Explanation for ‘Ser’ and ‘Estar’
3.8.2.  Evolution in the Use of Verbs and Approximation to the Present Day

3.9.  Types and Uses in Colloquial and Formal Language According to Connectors and Nexuses

3.9.1.  Connectors for Exploratory Activity

3.9.1.1. Connectors for Descriptive Activity
3.9.1.2. Connectors for Explanatory Activity
3.9.1.3. Colloquialisms and Connectors
3.9.1.4. Formalism and Connectors
3.9.1.5. Differentiating Between Nexuses and Connectors

3.10.  Types, Classification and Use of Pronouns

3.10.1.  Object Pronouns
3.10.2.  Subject Pronouns
3.10.3.  ‘Laísmo’/ ‘Loísmo’/ ‘Leísmo’

3.11.  The Passive Voice

3.11.1.  Preposition ‘Por’ as Antecedent
3.11.2.  Cases in Which the Passive Voice Cannot be Used

3.12.  Teaching Innovation

3.12.1.  Reflection on the Role of Teachers in Today's Classrooms
3.12.2.  Research Because of Innovation or Innovation Because of Research?
3.12.3.  Paradigm Sifts: Learning-centered Teaching and its Changes

3.13.  Writing and Speaking Preparation in the Spanish as a Foreign Language Class

3.13.1.  Writing or Speaking? 

3.13.1.1. Grading of Contents During Preparation

3.14.  Presentation and Speaking Techniques in the Spanish as a Foreign Language Class

3.14.1.  Lexical Proficiency
3.14.2.  Syntactic Proficiency
3.14.3.  Phonic Proficiency
3.14.4.  Conversation Class Techniques
3.14.5.  From Speaking Presentation to Interactive Activity
3.14.6.  Purposes for Teaching Using Presentation and Speaking Methods
3.14.7.  Change of Perspective: Moving Away from the Faculty’s ‘Spiel’ to Developing a Presentation
3.14.8.  ‘Spaced’ Presentations or Presentations by Segments

3.15.  Grammatical Assessment Timing and Follow-up

3.15.1.  Initial/Diagnostic Assessment
3.15.2. Summative Assessment
3.15.3. Formative Assessment
3.15.4. What Needs Assessing?

3.16.  Grammar Assessment Techniques.

3.16.1.  How to Assess? Selection Criteria
3.16.2.  Approaches to Correcting According to Test Type
3.16.3.  Assessment Rubric: Observation, Diary, Portfolio, Concept Map

Module 4. Lexical Proficiency in Learning Spanish as a Foreign Language

4.1.  The Lexical Form in Current Linguistics

4.1.1.  The Lexical Unit
4.1.2.  The Lexical Methodology

4.2.  Lexical Competences According to CEFR

4.2.1.  Lexical Networks, the Connection of Meaning According to the Common European Framework of Reference for Languages (CEFR)
4.2.2.  Set Grammatical Expressions and Words According to the Common European Framework of Reference for Languages (CEFR)

4.3.  Frequent, Formal and Standard Vocabulary in Spanish lexicon

4.3.1.  Differentiation and Use of Vocabulary Types
4.3.2.  Communication Barriers and Shared Words
4.3.3.  Difference Between Lexemes and Lexicons

4.4.  Foreign Words in Spanish as a Foreign Language Classes

4.4.1.  Necessary/Unnecessary Foreign Words
4.4.2.  False Friends
4.4.3.  The Importance of Good Pronunciation in the Inclusion of Foreign Idioms

4.5.  Adapting the Lexicon for Cohesion in Didactics

4.5.1.  The Inherited Lexicon
4.5.2.  The Acquired Lexicon
4.5.3.  The Lexicon Multiplied

4.6.  Traditional Lexicon and its Development

4.6.1.  Heritage Voices, Cultisms and Latinisms
4.6.2.  The Wear and Tear of Words: Archaism

4.7.  Differentiating Between Lexicon Types According to the Task

4.7.1.  The Speciality Lexicon. Inclusion of Latin
4.7.2.  Legal and Medical Lexicon
4.7.3.  The Dictionary Lexicon

4.8.  Techniques of Lexicon Retention

4.8.1.  The Process of Vocabulary Acquisition Through Empirical Studies

4.8.1.1. Syntagmatic Composition
4.8.1.2. Phonetic Association
4.8.1.3. Categorization, Coordination and Functional Association

4.9.  Syntagms and Paradigms: Matching Lexicon to the Learning Context

4.9.1.  Intonation Patterns
4.9.2.  Interferences of the Mother Tongue
4.9.3.  Phraseological Unit
4.9.4.  Learning Expectations According to the Linguistic Vision

4.10.  Types of Materials for Lexical Teaching

4.10.1.  Keyword Selection
4.10.2. Selection of Thematic Areas
4.10.3. Selection of Texts and Communicative Elements
4.10.4. Planning in Response to Student Demand

4.11.  Connecting Ideas in Coordinating Lexis for Teaching

4.11.1. Semantic Support
4.11.2. Dictionary Searches
4.11.3. Word Exhibition
4.11.4. Explanation of Lexical Structures
4.11.5. Richness, Range and Control of Vocabulary by the Learner in the Classroom

4.12.  Sayings and Idioms

4.12.1.  Expressions and Idioms Relating to the Human Body
4.12.2.  Expressions with Food
4.12.3.  Expressions with Animals
4.12.4.  Expressions with Colours
4.12.5.  Expressions with “to be”
4.12.6.  Examples of Spanish Proverbs
4.12.7.  Fillers

4.13.  Relationship of Printed and Virtual Material According to the Lexicon Through Dictionaries

4.13.1.  Selection of Bilingual and Monolingual Material
4.13.2. Selection of Material Available on the Website
4.13.3.  Selection of Dictionaries for Spanish as a Foreign Language Classes
4.13.4. Editions and Their Combination According to the Task

4.14.  Selection of Dictionaries for Spanish as a Foreign Language Classes

4.14.1.  Selection of Dictionaries for Spanish as a Foreign Language Classes
4.14.2.  Editions and Their Combination According to the Task

4.15.  Spanish Speakers and the Lexicon According to Region

4.15.1.  Geographical Variations of Lexical Variants
4.15.2.  Contextual, Historical and Social Variations

4.16.  Ways of Assessing Lexical Knowledge

4.16.1.  Assessing Implicit Learning
4.16.2.  Assessing Explicit Learning
4.16.3.  Assessment of Dynamism in Forms of Use
4.16.4.  Concordance of Evaluative Descriptors

Module 5. Theories, Approaches and Methodology in the Teaching of Foreign Languages

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

5.1.1.  Contribution to the Integral Development of People
5.1.2. Language as an Instrument of Social Insertion and Expression of Feelings
5.1.3. Development of the Ability to Express and Communicate in the Society
5.1.4. Difference Between Learning in a Formal Context and a Natural Context
5.1.5. Cognitive Relationships and Physiological and Psychological Skills

5.2.  Linguistics and the Knowledge of Other Languages

5.2.1.  Suppressions and Overlaps During the Learning Process
5.2.2. The Importance of Context in Assuming Linguistics
5.2.3. Neurolinguistic Studies and the Benefit of Bilingualism

5.3.  Types of Methods for Foreign Language Teaching

5.3.1.  The Historical Precedence of " living " Languages over " Dead” Languages in the Classroom
5.3.2.  Conceptual Ambiguity of the Method
5.3.3.  Traditional Method
5.3.4.  Natural Method
5.3.5.  Audio-Oral Method
5.3.6.  Conciliatory Method
5.3.7.  Audiovisual Method
5.3.8.  Communicative Method
5.3.9.  Alternative Method
5.3.10.  Global Method

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

5.4.1.  Approximation of Presumed Method-Dependent Performance Outcomes

5.5.  Approach and Selection: Cognitive and Humanistic Perspective

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

5.6.  Functional Programs in Relation to Communicative Methods

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

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

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

5.8.  Curriculum Development Based on MCE Requirements

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

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

5.9.1.  Learner's Language as a System
5.9.2.  Interlanguage and Fossilization
5.9.3.  Observation of Learners' Background and Desire to Communicate in Spanish as a Foreign Language
5.9.4.  Handling of Common Errors in the Interlingua Process

5.10.  Contrast Analysis and Data for Information Purposes

5.10.1.  Innovative Teaching Practices
5.10.2.  Data Reduction: Unit Separation
5.10.3.  Descriptive Coding/Axial Coding
5.10.4.  Descriptive and Explanatory Charts

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

5.11.1.  Promotion of Autonomous Learning
5.11.2. Difference Between Adult and Early Childhood Learning
5.11.3. Theoretical Bases of Experiential Learning
5.11.4. Gamification
5.11.5. Theory of Multiple Intelligences

5.12.  Teaching Immigrants: The Use of Targeted Teaching

5.12.1.  Promote Social Integration Through Knowledge of the Language

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

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

5.13.1.1. Inclusiveness of Foreign Language Teaching
5.13.1.2. Methods and Objectives not Specified by the Common European Framework (CEFR)
5.13.1.3. Taking into Account "Multilingualism"

5.14.  Curriculum Design

5.14.1.  Essential Questions: To Whom? How? When?
5.14.2.  Analysis of the Learner's Characteristics and of the Learning Context
5.14.3.  Theoretical Basis
5.14.4.  Evaluation Processes. Scales and Other Tools for Assessing Basic Competencies
5.14.5.  Design of Activities that Promote Evaluative, Summative and Formative Activities

Module 6. Oral and Written Skills: Teaching Strategies

6.1.  Introduction to Communicative Skills
6.2.  Educational Skills in the Spanish as a Foreign Language Classroom

6.2.1. Communicating as a Means of Information

6.3.  Types of Skills

6.3.1.  Skills within the Educational Framework
6.3.2.  Cognitive Skills
6.3.3.  Intrinsic Value Tasks

6.4.  Explanation of Semantic Skills

6.4.1.  Understanding the Reality of the Classroom
6.4.2.  Language as an Object of Observation and Analysis
6.4.3.  Knowledge and Effective Application of Linguistic Rules

6.5.  Sociocultural Context and Language Use: Sociolinguistic Competence

6.5.1.  Vocabulary according to the Type of Culture
6.5.2.  Influence of Advertising on the Linguistic Shape of Culture

6.6.  Conversation: Pragmatic Competence

6.6.1.  Communicative Competence as a Learning Goal
6.6.2.  Discourse Competence by Context

6.7.  Forms of Politeness Derived from Pragmatic Competence

6.7.1.  Sequence and Macrocontext
6.7.2.  Overall Discursive Intent

6.8.  Non-Verbal Language in Gestural Communication

6.8.1.  Positioning, Gestures, Gaze and Mimicry

6.8.1.1. Factors Associated with Non-Verbal Language

6.9.  Reading and Writing Comprehension

6.9.1.  Comprehensive Analysis of Reading and Writing

6.10.  Listening Comprehension

6.10.1.  Comprehensive Analysis of Listening and Speaking Tasks

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

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

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

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

6.13.  CEFR and Teaching Spanish as a Foreign Language: Oral Comprehension in the Spanish as a Foreign Language Classroom

6.13.1. Speech as a Means of Making Yourself Understood

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

6.14.1.  The Dissociation between Written Comprehension and Written Creation

6.15.  Skills Assessment: Speaking and Listening Context

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

6.16.  Skills Assessment: Reading and Writing Context

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

Module 7. Planning, Creation and Evaluation of Materials in SFL

7.1.  The Importance of Implementing a Plan with Estimation of Timings

7.1.1. The Direction of the Planning Process According to the Time Estimated
7.1.2.  Specific and General Objectives in Line with the Plan 

7.1.2.1. Proposal of Objectives According to the Type of Action
7.1.2.2. Respecting the Sequence in the Order of Action

7.2.  Specific and General Objectives in Line with the Plan

7.2.1.  Specific and General Objectives in Line with the Plan
7.2.2.  Proposal of Objectives According to the Type of Action
7.2.3.  Respecting the Sequence in the Order of Action

7.3.  The Steps to Plan: When and Why?

7.3.1.  Information Prior to Planning. The Search and Selection The Search and Selection 
7.3.2.  Reflection on the Order of Steps to Carry Out
7.3.3.  Subsequent Modification

7.4.  The Uniqueness of the Classroom, Represented in the Detection of Levels

7.4.1.  Exchange of Tasks and Other Group Work Techniques
7.4.2. Task Session

7.4.2.1. Particularities of the Students in Terms of the Techniques for Creating Tasks

7.4.2.1.1. Understand the Student Body as an Entire Complex Entity
7.4.2.1.2. Type of Task According to the Complexity of the Classroom 
7.4.2.1.3. Particularities of the Students Depending on the Cultural     Context

7.5.  Particularities of the Students in Terms of the Techniques for Creating Tasks

7.5.1.  Particularities of the Students in Terms of the Techniques for Creating Tasks 
7.5.2.  Understand the Student Body as an Entire Complex Entity 
7.5.3.  Type of Task According to the Complexity of the Classroom 
7.5.4.  Particularities of the Students Depending on the Cultural Context

7.6.  Content Creation Based on Given Material

7.6.1.  Adaptation of Material

7.6.1.1. Study and Learning Guides
7.6.1.2. Selection of Material in Relation to the Support
7.6.1.3. Transformation of Material

7.7.  Virtual Environment as a Means of Developing the Syllabus

7.7.1.  Media and the Internet: Influence on Learning

7.7.1.1. Use of Standardized Platforms
7.7.1.2. Interactive and Collaborative Environments

7.7.2.  New Tools and Support for the Creation of Your Own Material

7.7.2.1. Innovative Applications and Platforms

7.8.  New Tools and Support for the Creation of Your Own Material

7.8.1.  New Tools and Support for the Creation of Your Own Material 
7.8.2.  Innovative Applications and Platforms 
7.8.3.  Interactive and Collaborative Environments

7.9.  Modes and Techniques to Develop to Improve our Material in the Evaluation Process

7.9.1.  Contrast and Development Techniques
7.9.2.  Benefits of Using Virtual Techniques for Certain Types of Evaluation Tasks

7.10.  The Importance of External Evaluation and Third Party Evaluation

7.10.1.  Externalization of the Materials Made
7.10.2.  Self-Evaluation Applications

7.11.  Comparison between the Basic Idea and the Result in the Evaluation

7.11.1.  Content Research in Relation to What’s Been Evaluated

7.11.1.1. The Search for Written and Contrasted Support
7.11.1.2. The Degree of Evaluative Susceptibility

7.11.2.  Peer Evaluation for Teachers

7.11.2.1. Progression: The Ally of Evaluation
7.11.2.2. How to Identify that our Evaluation isn’t Following the Agreed Pattern?

7.11.3.  Content Research in Relation to What’s Been Evaluated 
7.11.4.  Aspects to Consider When Carrying Out a Progressive Evaluation

7.12.  Peer Assessment for Teachers

7.12.1.  Peer Assessment for Teachers 
7.12.2.  Progression: The Ally of Evaluation 
7.12.3.  How to Identify that our Assessment isn’t Following the Agreed Pattern

7.13.  Content Research in Relation to What’s Been Evaluated

7.13.1.  Content Research in Relation to What’s Been Evaluated 
7.13.2.  Data Representation

7.14.  Aspects to Consider When Carrying Out a Progressive Evaluation

7.14.1.  Aspects to Consider When Carrying Out a Progressive Evaluation
7.14.2.  Expectations of Progressive Assessment 
7.14.3.  Systemization of Progressive Assessment 
7.14.4.  Assessment Analysis

7.15.  What is Innovation in Material Composition?: Development Strategies

7.15.1.  Innovation in Education from a General Perspective
7.15.2.  How to Ensure that Innovation is Well-Received by the Students
7.15.3.  Reinvent and Other Forms of Innovation
7.15.4.  Choosing References and Bibliographies in Innovation

7.15.4.1. General Reference Sources
7.15.4.2. Bibliographic Sources

7.16.  Choosing References and Bibliographies in Innovation

7.16.1.  Choosing References and Bibliographies in Innovation 
7.16.2.  Classification for Grammatical References 
7.16.3.  General Reference Sources

7.17.  Complement the Institutional Design with Government Regulations, Guidelines and Norms

7.17.1.  The Planning Rules Set Forth by the National and European Community
7.17.2.  Complement the Institutional Design with Government Regulations, Guidelines and Norms
7.17.3.  The Planning Rules Set Forth by the International Community 

7.18.  Complement the Institutional Design with Government Regulations, Guidelines and Norms

7.18.1.  Objectives 
7.18.2.  Development 
7.18.3.  The Planning Rules Set Forth by the National and European Community

Module 8. Teaching Spanish as a Foreign Language to Immigrant Children and Adolescents

8.1.  Approach and Activities of Curricular Adaptation

8.1.1.  Types of Approach by Adaptation
8.1.2. How to Adapt the Curriculum Without Affecting the Variation of Basic Competencies?

8.2.  Content Validation in Curricular Adaptation

8.2.1.  Validation for Improving
8.2.2.  Close Relationship Between Validation and Social Support

8.3.  Educative Models Adapted to the Mother Tongue

8.3.1.  Psycholinguistics

8.4.  Creating Material to Motivate Children and Adolescents in the Spanish as a Second Language Classroom

8.4.1. New Trends of Social and Personal Interest for Children and Adolescents
8.4.2.  Apply Traditional Motivational Techniques
8.4.3.  Comparing the Results of using Both Techniques

8.5.  Development of Language Skills in Relation to Multiculturalism in the Classroom

8.5.1.  Language from Different Points of View
8.5.2.  The Value of Differences in Learning Skills

8.6.  Dealing with Conflicts in the Classroom: Intercultural Particularities

8.6.1.  Interviews, Assemblies and Mediations

8.7.  Rules and Routines in the Classroom. Patterns of Behavior

8.7.1.  Routine for Solving Conflicts

8.7.1.1. Communication and Negotiation Abilities

8.8.  Self-Evaluation and Evaluating Peers

8.8.1.  The Student as Protagonist
8.8.2.  Realistic Guidance

8.9.  Social Identity. Self-Concept and Acculturation

8.9.1.  Developmental Stages in the Learning of a Target Language
8.9.2.  Interlanguage and Social-Affective Resistance

8.10.  Emotional Intelligence and Empathy

8.10.1.  Approach to the Theory of Feelings
8.10.2.  Empathizing Process: Development and Consolidation

8.11.  Evaluating the Integrating Content

8.11.1.  To What Extent Does Change Favor the Integration of Individuals to the Whole?

8.12.  Overview of Diversity: The Influence of Multiculturalism on the Creation of Material

8.12.1.  Guidelines for Monitoring Congruence in the Overall Vision
8.12.2.  Diversity as a Means of Developing an Overall Vision

8.13.  Reception and Production

8.13.1.  Classroom Productivity Tools

8.14.  Creating Content for Heterogenic Groups

8.14.1.  Differences Between Group Members and Their Particular Contributions
8.14.2.  Positive Interdependence
8.14.3.  Simultaneous Face-to-Face Interaction
8.14.4.  Cooperative Learning Dynamics

Module 9. Intercultural Communicative Competence and Mediation in the Spanish as a Foreign Language Classroom

9.1.  The Adaptation of Material: Determinant Factors in Writing Spanish as L2

9.1.1.  Writing and the Cognitive Process
9.1.2.  Reflecting on Basic Matters

9.2.  Types of Paradigm and Classification in Relation to the Key Elements of Teaching

9.2.1.  Behaviorism
9.2.2.  Mentalism
9.2.3.  Model of the Monitor
9.2.4.  Constructivism

9.3.  Choice of Paradigms According to Context

9.3.1.  The Influence of Context in the Application of  Teaching and Learning Paradigm

9.4.  Using Metaphors to Explain Concepts

9.4.1.  Comparing Metaphors with Other Literary Resources
9.4.2.  Metaphors for Students

9.5.  The Conditioning Factors of Metaphors

9.5.1.  How Does a Metaphor Mark the Knowledge of a Task/Learning?

9.6.  Gender Patterns in Teaching: Increase of the Female Figure in the Spanish as a Second Language Classroom

9.6.1.  Influence of the Female Figure in the Historical Teaching Framework
9.6.2.  Commitment to Gender Impartiality in Schools

9.7.  Values and Social Commitment to Education

9.7.1.  Society and the Values Attributed to Teachers

9.8.  Strategic Communication as a Means of Understanding the Educational Environment

9.8.1.  Strategies Focused on How to Communicate
9.8.2.  The School Environment as a Whole

9.9.  Difference Between Translation and Mediation

9.9.1.  Literal Translation/Interpreted Translation
9.9.2.  Ways of Mediating to Understand the Content
9.9.3.  Translation as a Means of Content Reduction or Augmentation

9.10.  Facilitation of Mediations in Different Educational Environments

9.10.1.  Tools for Facilitation

9.11.  The Relationship Between the Language-Culture Binomial: Producing Material in Relation to Culture

9.11.1.  Valuation of Mediation by Members of Foreign Cultures
9.11.2.  Adapting Syllabus Material to the Cultural Environment
9.11.3.  Didactic Programming Around Cultural Diversity
9.11.4.  Curricular Richness in a Multicultural Class

Module 10. Technological Innovation in Teaching

10.1. Advantages and Disadvantages of the Use of Technology in Education

10.1.1.  Technology as a Means of Education
10.1.2.  Advantages of Use
10.1.3.  Inconveniences and Addictions

10.2.  Educational Neurotechnology

10.2.1.  Neuroscience
10.2.2.  Neurotechnology

10.3.  Programming in Education

10.3.1.  Benefits of Programming in Education
10.3.2.  Scratch Platform
10.3.3.  Confection of the First Hello World
10.3.4.  Commands, Parameters and Events
10.3.5.  Export of Projects

10.4.  Introduction to the Flipped Classroom

10.4.1.  On what is it Based?
10.4.2.  Examples of Use
10.4.3.  Video Recording
10.4.4.  YouTube

10.5.  Introduction to Gamification

10.5.1.  What is Gamification?
10.5.2.  Success Stories

10.6.  Introduction to Robotics

10.6.1.  The Importance of Robotics in Education
10.6.2.  Arduino (Hardware)
10.6.3.  Arduino (Programming Language)

10.7.  Tips and Examples of Use in the Classroom

10.7.1.  Combining Innovation Tools in the Classroom
10.7.2.  Real Examples

10.8.  Introduction to Augmented Reality

10.8.1.  What is Augmented Reality?
10.8.2.  What are the Benefits in Education?

10.9.  How to Develop your own AR Applications?

10.9.1.  Vuforia
10.9.2.  Unity
10.9.3.  Examples of Use

10.10.  Samsung Virtual School Suitcase

10.10.1.  Immersive Learning
10.10.2.  The Backpack of the Future

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