Master’s Degree in Teaching Spanish as a Foreign Language (Online)

Objectives

To enable students to:

1. Apply specific methodologies for teaching speaking and writing skills in the Spanish as a Foreign Language classroom.

2. Identify the various approaches and linguistic theories that have been used or are currently used in second language teaching.

3. Assess students’ knowledge of Spanish as a foreign language (ELE) in accordance with the CEFR levels to determine the extent to which the various skills have been acquired.

Competences

BASIC COMPETENCIES

CB6 Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often in a research context.

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar settings within broader (or multidisciplinary) contexts related to their field of study.

CB8 Students should be able to integrate knowledge and address the complexity of making judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching.

CT2. Develop communication skills for effective teaching practice.

GENERAL COMPETENCIES

CG1. Understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG2. Identify different professional contexts in order to adapt to teaching in international and/or multicultural settings.

CG3. Prepare and incorporate materials, tools, resources and the use of new technologies, adapted to the different levels of the CEFR, for use in ELE classes.

SPECIFIC COMPETENCIES

CE1. To employ specific teaching methodologies for the instruction of oral and written skills in the Spanish as a foreign language classroom.

CE2. Identify the various approaches, linguistic theories and assessment methods for application in the teaching of Spanish as a foreign language.

CE11. Assess knowledge of Spanish as a foreign language (ELE) in accordance with the CEFR levels to determine the degree to which the various skills have been acquired.

Learning outcomes

1. Applies specific methodologies to the teaching of oral and written skills in the Spanish as a Foreign Language classroom.

2. Identifies the different approaches and linguistic theories that have been used or are currently used in second language teaching.

3. Assess proficiency in Spanish as a foreign language (ELE) against the CEFR levels to determine the degree to which the various skills have been acquired.

Course content

• Contrast between language acquisition and language learning

• Theories of language acquisition

• Methods and approaches to second language learning

• Linguistic awareness

Training activities

AF2 Virtual face-to-face sessions 10 hours

AF4 Student study 58 hours

AF5 Individual or group tutorials 2 hours

AF6 Online forums 2 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60% of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION PERIOD

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100 per cent of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Essential:

1. Baralo, M.

The Acquisition of Spanish as a Foreign Language

Arco Libros. 1999.

ISBN: 9788476353639

2. Griffin, K.

Applied Linguistics in the Teaching of Spanish as a Second Language

Arco/Libros. 2005.

ISBN: 9788476356050

3. Krashen, S.

Second Language Acquisition and Second Language Learning

Pergamon Press. 1981.

ISBN: 9780080253381

4. Larsen-Freeman, D. and Long, M.

An Introduction to the Study of Second Language Acquisition

Gredos. 1994.

ISBN: 9788424916640

5. Pastor Cesteros, S.

Second Language Learning. Applied Linguistics in Language Teaching

University of Alicante Press. 2004.

ISBN: 9788479088033

6. Richards, J.C. and Rodgers, T.C.

Approaches and Methods in Language Teaching

Cambridge University Press–Edinumen. 2003.

ISBN: 9788483233559

7. Sánchez Pérez, A.

Language teaching over the last hundred years. Methods and approaches

SGEL. 2009.

ISBN: 9788497784238

8. Santos Gargallo, I.

Applied Linguistics in the Teaching and Learning of Spanish as a Foreign Language.

Arco. 2017.

ISBN: 9788476353912

Objectives

To enable students to:

Apply specific methodologies for teaching speaking and writing skills in the Spanish as a Foreign Language classroom.

Understand the different approaches, linguistic theories and assessment methods used in the teaching of Spanish as a foreign language.

Distinguish between the sociocultural and pragmatic-discursive components in the teaching and learning of Spanish as a foreign language.

Adapt grammatical content to the student’s language level and develop strategies for teaching it.

Identify the phonetic and phonological principles relevant to teaching the pronunciation of Spanish as a foreign language.

Determine the appropriate lexical content for each language level and select the appropriate methodology for teaching it.

Analyse teaching materials and resources for the classroom and design specific materials according to the students’ level and profile.

To programme and plan teaching units, tasks and projects that integrate the development of the various language skills and the practice of the different communicative competences.

Analyse the content of the CEFR and PCIC and their significance for analysing and designing materials.

Be able to analyse teaching materials published over the years within the context of Spanish as a Foreign Language (ELE).

Competencies

BASIC COMPETENCES

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.

CB8 Students should be able to integrate knowledge and address the complexity of making judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

CB9 Students should be able to communicate their conclusions – and the knowledge and underlying reasoning that support them – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG1. To understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG2. To identify different professional contexts in order to adapt to teaching in international and/or multicultural settings

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in ELE classes.

CG4. To prepare courses and syllabuses to manage and coordinate teaching practice.

CG5. Select pragmatic content related to the teaching of Spanish as a foreign language to address sociocultural aspects in the classroom.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching practice.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE1. Employ specific teaching methodologies for teaching oral and written skills in the Spanish as a foreign language classroom

CE2. Identify the various approaches, linguistic theories and assessment methods for application in the teaching of Spanish as a foreign language.

CE3. Distinguish the sociocultural and pragmatic-discursive components of Spanish for the teaching and learning of Spanish as a foreign language (ELE).

CE4. Adapt grammatical content to the language levels of the CEFR and develop strategies for teaching it.

CE5. Identify the phonetic and phonological principles relevant to the teaching of Spanish pronunciation as a foreign language.

CE6. Determine the appropriate lexical content for each language level and select the appropriate methodology for teaching it.

CE7. Analyse teaching materials and resources to identify the approaches they incorporate, with a view to designing specific materials tailored to the level and profile of their students.

CE10. Design and plan teaching units, tasks and projects to integrate the development of the various language activities and the practice of the different communicative skills.

Learning outcomes

Employs specific methodologies in the teaching of oral and written skills in the Spanish as a Foreign Language classroom.

Is familiar with the various approaches, linguistic theories and assessment methods used in the teaching of Spanish as a foreign language.

Distinguishes between the sociocultural and pragmatic-discursive components in the teaching and learning of Spanish as a foreign language.

Adapts grammatical content to the student’s language level and develops strategies for teaching it.

Identifies the phonetic and phonological principles relevant to teaching the pronunciation of Spanish as a foreign language.

Determine the appropriate lexical content for each language level and select the appropriate methodology for teaching it.

Analyses teaching materials and resources for the classroom and designs specific materials according to the students’ level and profile.

They programme and plan teaching units, tasks and projects that integrate the development of the various language skills and the practice of the different communicative competences.

Analyses the content of the CEFR and PCIC and their significance for analysing and designing materials.

Is able to analyse teaching materials published over the years within the context of Spanish as a Foreign Language (ELE).

Description of the course content

• Module I: Foundations for the development and analysis of teaching materials

1.1 Types of teaching materials

1.2 Worksheet for analysing teaching materials

1.3 Analysis of different teaching materials

• Section II: Production of teaching materials

2.1 Creating materials to develop reading comprehension

2.2 Creating materials to develop written expression

2.3 Creating materials to develop listening comprehension

2.4 Creating materials to develop oral expression and interaction

• Block III: Planning a teaching unit

3.1 The sociocultural component and different types of materials (Spanish as a Foreign Language for children, immigrants, etc.)

3.2 Creating a teaching unit

Training activities

AF2 Virtual face-to-face sessions 10 hours

AF4 Student study 58 hours

AF5 Individual or group tutorials 2 hours

AF6 Online forums 2 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60% of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION PERIOD

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100 per cent of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. García Santa-Cecilia, A

How to Design a Foreign Language Course

Arco Libros. 2000.

ISBN: 9788476354308

2. GARCÍA SANTA-CECILIA, Álvaro

The Curriculum for Spanish as a Foreign Language

Edelsa. 1995.

ISBN: 847711093X

Supplementary:

3.- Gelabert, Mª José; Bueso, Isabel; Benítez, Pedro

Production of materials for teaching Spanish

Arco Libros. 2002.

ISBN: 84-7635-488-6

4.- Martín Peris, Ernesto (ed.)

Training Spanish teachers: Innovation and challenges

Difusión. 2015.

ISBN: 9788416347988

5. Martínez-Atienza de Dios, María; Zamorano Aguilar, Alfonso

Theory and Methodology for Teaching Spanish as a Foreign Language, Vol. 3

Published by Clave-ELE. 2018.

ISBN: 9788416108978

6. Sánchez Lobato, Jesús; Santos Gargallo, Isabel

Handbook for Teacher Training: Teaching Spanish as a Second Language (L2)/Foreign Language (LE)

SGEL. 2016.

ISBN: 978-84-9778-9

Others:

7.- Cestero Mancera, Ana María, Penadés Martínez, Inmaculada, (eds.)

Teacher’s Handbook for Teaching Spanish as a Second Language (ELE)

University of Alcalá, Publications Service. 2017.

ISBN: 9788416599387

8. Regueiro Rodríguez, María Luisa

Curriculum Planning for Teaching Spanish as a Foreign Language

Arco Libros. 2014.

ISBN: 978-84-7635-8

Objectives

To enable students to:

Understand the different approaches, linguistic theories and assessment methods used in the teaching of Spanish as a foreign language.

Adapt grammatical content to the student’s language level and develop strategies for teaching it.

Develop teaching materials and resources using new technologies and social media.

Design tools to assess students’ knowledge of Spanish as a foreign language (ELE) according to their level.

Recognise the most common grammatical errors according to the CEFR.

To identify and reflect on the most common errors made by learners, depending on their mother tongue.

Competences

BASIC COMPETENCES

CB6 Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often in a research context.

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar settings within broader (or multidisciplinary) contexts related to their field of study.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG1. To understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG2. To identify different professional contexts in order to adapt to teaching in international and/or multicultural settings

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in ELE classes.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE2. Identify the various approaches, linguistic theories and assessment methods for application in the teaching of Spanish as a foreign language.

CE4. Adapt grammatical content to the language levels of the CEFR and develop strategies for teaching it.

CE8. Develop and incorporate teaching materials and resources through the efficient and secure use of new technologies and virtual learning networks.

CE11. Assess knowledge of Spanish as a foreign language (ELE) according to the CEFR levels to determine the degree to which the various skills have been acquired.

Learning outcomes

Is familiar with the various approaches, linguistic theories and assessment methods used in the teaching of Spanish as a foreign language.

Adapts grammatical content to the student’s language level and develops strategies for teaching it.

Develops teaching materials and resources using new technologies and social media.

Designs tools to assess knowledge of Spanish as a foreign language (ELE) according to the student’s level.

Recognise the most common grammatical errors according to the CEFR.

Identify and reflect on the most common errors made by learners, depending on their mother tongue.

Description of the content

• Module I: Grammar

- The concept of grammar

- Grammar in the Spanish as a Foreign Language (ELE) classroom

• Module II: Aspects of grammar

- The noun phrase: noun, adjective, pronoun

- The verb phrase: ser/estar, tenses and moods (consecutio temporum)

- Prepositions, conjunctions and time markers

Training activities

AF2 Virtual face-to-face sessions 20 hours

AF4 Student study 120 hours

AF5 Individual or group tutorials 4 hours

AF6 Online forums 3 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60% of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION SESSION

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100% of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Alejandro Castañeda Castro, Zeina Alhmoud, Irene Alonso Aparicio, Jordi Casellas Guitart, María Dolores Chamorro Guerrero, Lourdes Miquel López, Jenaro Ortega Olivares

Teaching Advanced Grammar in Spanish as a Foreign Language

SGEL. 2014.

ISBN: ‎ 8497785355

2. Carmen Aguirre Martínez

Grammar and the Teaching of Spanish: The Most Relevant Grammatical Aspects of Learning Spanish

Habla con Eñe S.L.. 2019.

ISBN: 9788494980930

3. Herrera, F. and Sans, N. (eds.)

Teaching Grammar in the Spanish Classroom: New Perspectives and Proposals

Difusión. 2018.

ISBN: 8416943890

4. Leonardo Gómez Torrego

Easy Spanish Grammar. Answers to all your questions

Espasa Calpe. 2012.

ISBN: 9788467005271

5. Llopis García, R., Real Espinosa, J. M. and Ruiz Campillo, J. P

Which Grammar to Teach, Which Grammar to Learn

Edinumen. 2012.

ISBN: 8498482409

Supplementary:

6.- Bosque, I. and Demonte, V. (eds.)

Descriptive Grammar of the Spanish Language

Espasa Calpe. 1999.

ISBN: 84-239-7917-2

7.- David Serrano Dolader

Word Formation and the Teaching of Spanish as a Foreign/Second Language

Routledge. 2018.

ISBN: 9781138684157

8. Javier Muñoz-Basols, Elisa Gironzetti, Manel Lacorte

The Routledge Handbook of Spanish Language Teaching. Methodologies, Contexts and Resources for Teaching Spanish as a Second Language

Routledge. 2019.

ISBN: 9780367580452

9. María Luz Gutiérrez Araus

Fundamental Issues in the Grammar of Spanish as a Second Language

Arco Libros. 2005.

ISBN: 8476355998

10. Various authors

Teaching Grammar of Spanish

Ediciones SM. 2010.

ISBN: 9788467541359

11. Various authors

Grammar Explained for Intermediate Levels with Exercises + Answers

Enclave-ELE. 2012.

ISBN: 9788415299424

Objectives

To enable students to:

Use specific methodologies for teaching oral and written skills in the Spanish as a Foreign Language classroom

Distinguish between the sociocultural and pragmatic-discursive components in the teaching and learning of Spanish as a foreign language (ELE).

Incorporate the use of new technologies into the teaching of Spanish as a foreign language.

Develop teaching materials and resources using new technologies and social media.

Design and plan teaching units, tasks and projects that integrate the development of different language activities and the practice of various communicative skills.

Reflect on the various teaching strategies for fostering each communicative skill.

Assess the different skills that learners will develop in the classroom.

Reflect on the integration of these skills in the development of communicative competence.

Competences

BASIC COMPETENCES

CB6 Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often in a research context.

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.

CB8 Students should be able to integrate knowledge and address the complexity of making judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

CB9 Students should be able to communicate their conclusions – and the underlying knowledge and reasoning – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG1. To understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG2. To identify different professional contexts in order to adapt to teaching in international and/or multicultural settings

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in ELE classes.

CG4. To prepare courses and syllabuses to manage and coordinate teaching practice.

CG5. Select pragmatic content related to the teaching of Spanish as a foreign language to address sociocultural aspects in the classroom.

CG6. Identify and apply tools and knowledge of new technologies to the practice of teaching Spanish as a foreign language.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching practice.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE1. Employ specific teaching methodologies for teaching oral and written skills in the Spanish as a Foreign Language classroom

CE3. Distinguish the sociocultural and pragmatic-discursive components of Spanish for the teaching and learning of Spanish as a Foreign Language (ELE).

CE8. Develop and incorporate teaching materials and resources through the efficient and safe use of new technologies and virtual learning networks.

CE10. Design and plan teaching units, tasks and projects to integrate the development of different language activities and the practice of various communicative skills.

CE11. Assess proficiency in Spanish as a foreign language (ELE) in accordance with the CEFR levels to determine the degree to which the various skills have been acquired.

Learning outcomes

Employs specific methodologies in the teaching of oral and written skills in the Spanish as a Foreign Language classroom

Distinguishes between the sociocultural and pragmatic-discursive components in the teaching and learning of Spanish as a foreign language.

Incorporates the use of new technologies into the teaching of Spanish as a foreign language.

Develops teaching materials and resources using new technologies and social media.

Designs and plans teaching units, tasks and projects that integrate the development of different language activities and the practice of various communicative skills.

Reflects on the various teaching strategies for fostering each communicative skill.

Assesses the different skills that learners will develop in the classroom.

Reflects on the integration of these skills in the development of communicative competence.

Description of the content

• MODULE I: Communicative skills

- Definition of a skill

- Skills in the CEFR and the PCIC

- Macro-skills and micro-skills

• SECTION II: Reading and Writing Skills

- Reading comprehension: processes and teaching methods

- Written expression: processes and teaching methods

• SECTION III: Oral comprehension and production skills

- Listening comprehension: processes and teaching methods

- Oral expression: processes and teaching methods

• SECTION IV: Development and integration of language skills

- Processes and teaching methods

Training activities

AF2 Virtual face-to-face sessions 20 hours

AF4 Student study 120 hours

AF5 Individual or group tutorials 4 hours

AF6 Online forums 3 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60% of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION SESSION

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100 per cent of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Essential:

1. Cassany, D

Written Expression in L2/ELE. Workbooks on the Teaching of Spanish/LE

Arcolibros. 2005.

ISBN: 8476356129

2.- Eusebio Hermira, Sonia

‘Communicative skills or activities in language’ in Teacher Training in Spanish: Innovation and Challenges.

Difusión. 2015.

ISBN: 8416347988

Supplementary:

3.- Blanco, A. and Nogueroles, M.

‘Strategies for second language learning’. *Cuadernos de didáctica del español/LE*.

Arcolibros. 2018.

ISBN: 9788476359679

4.- Denyer, M:

Reading: A Pragmatic and Cognitively Active Skill

Edinumen. 1998.

ISBN: 9788488957269

5. Giovannini, A. and Martín Peris, E.

Teacher in Action 3. Skills

Edelsa. 2006.

ISBN: 9788477111641

6. Muñoz Basols, J., Gironzetti, E. and Lacorte, M. (eds.)

The Routledge Handbook of Spanish Language Teaching

Routledge. 2019.

ISBN: 978-1-138-182

7. Nunan, D.

Task Design for Communicative Language Teaching

Cambridge University Press. 2002.

ISBN: 9788483230466

Objectives

To enable students to:

Distinguish between the sociocultural and pragmatic-discursive components of Spanish for the teaching and learning of Spanish as a foreign language (ELE).

Identify the phonetic and phonological foundations relevant to the teaching of Spanish pronunciation as a foreign language, at both the segmental and suprasegmental levels.

Determine the appropriate lexical content for each language level and select the appropriate methodology for teaching it.

Analyse teaching materials and resources for the classroom and design specific materials tailored to the students’ level and profile in order to improve pronunciation and expand vocabulary.

Develop teaching materials and resources using new technologies and social media.

Competencies

BASIC COMPETENCES

CB6. Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context.

CB7 Students are able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar settings within broader (or multidisciplinary) contexts related to their field of study.

CB9 Students should be able to communicate their conclusions – and the underlying knowledge and reasoning – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG1. To be familiar with the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in ELE classes.

CG5. Select pragmatic content related to the teaching of Spanish as a foreign language to address sociocultural aspects in the classroom.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching practice.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE3. Distinguish the sociocultural and pragmatic-discursive components of Spanish for the teaching and learning of Spanish as a foreign language (ELE).

CE5. Identify the phonetic and phonological principles relevant to teaching the pronunciation of Spanish as a foreign language.

CE6. Determine the appropriate lexical content for each language level and select the appropriate methodology for teaching it.

CE7. Analyse teaching materials and resources to identify the approaches they incorporate, with a view to designing specific materials tailored to the level and profile of their students.

CE8. Develop and incorporate teaching materials and resources through the efficient and secure use of new technologies and virtual learning networks.

Learning outcomes

Distinguish the sociocultural and pragmatic-discursive components of Spanish for the teaching and learning of Spanish as a foreign language (ELE).

Identifies the phonetic and phonological foundations relevant to teaching the pronunciation of Spanish as a foreign language at both the segmental and suprasegmental levels.

Determines the appropriate lexical content for each linguistic level and selects the appropriate methodology for teaching it.

Analyses teaching materials and resources for the classroom and designs specific materials tailored to the students’ level and profile to improve pronunciation and expand vocabulary.

Develop teaching materials and resources using new technologies and social media.

Course content description

• Vocabulary:

• Lexical competence

• Vocabulary teaching

• Creating materials for teaching vocabulary in the ELE classroom

• Pronunciation:

• Segmental elements

• Supersegmental elements

• Stress, rhythm and intonation

• The creation of materials for teaching Spanish pronunciation

Training activities

AF2 Virtual face-to-face sessions 10h

AF4 Student study 58 hours

AF5 Individual or group tutorials 2 hours

AF6 Online forums 2 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60% of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION PERIOD

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100 per cent of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. F. Herrera (ed.)

Teaching Vocabulary in the Spanish Classroom. The Power of Words

Difusión. 2017.

ISBN: 9788416943883

2. F.J. Cantero Serena and M. Giralt Lorenz

Pronunciation and the oral approach in foreign languages

Octaedro. 2020.

ISBN: 9788418083211

3. J. Gil Fernández

Phonetics for Spanish Teachers: From Theory to Practice

Arco Libros. 2007.

ISBN: 8476356455

4. M. Cortés Moreno

Teaching Spanish Prosody: Stress and Intonation

Edinumen. 2002.

ISBN: 8495986019

Supplementary:

5.- F.J. Cantero Serena

The Art of Not Teaching Language

Octaedro. 2019.

ISBN: 9788417667474

6. M. Serrano Marín

Intonation in Spanish and modal particles in German: the phonology/pragmatics interface

Entre Líneas. 2018.

ISBN: 2603-7351

7. Romero Gualda, M. Victoria

A Lexicon for Learning Spanish as a Second Language

Arco. 2008.

ISBN: 9788476357361

Objectives

To enable students to:

Distinguish between the sociocultural and pragmatic-discursive components of Spanish for the teaching and learning of Spanish as a foreign language (ELE).

Analyse teaching materials and resources for the classroom and design specific materials tailored to the students’ level and profile.

Develop teaching materials and resources using new technologies and virtual learning networks.

Plan and organise teaching units, tasks and projects that integrate the development of different language activities and the practice of various communicative skills.

Design tools to assess students’ knowledge of Spanish as a foreign language (ELE) according to their level.

Competencies

BASIC COMPETENCES

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.

CB8 Students should be able to integrate knowledge and address the complexity of forming judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

CB9 Students should be able to communicate their conclusions – and the knowledge and underlying reasoning that support them – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG1. To understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG2. To identify different professional contexts in order to adapt to teaching in international and/or multicultural settings

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in ELE classes.

CG5. Select pragmatic content related to the teaching of Spanish as a foreign language to address sociocultural aspects in the classroom.

CG7. Produce and exchange information, communicate and participate in collaborative and learning networks for the teaching of Spanish as a foreign language in virtual environments.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE3. Distinguish the sociocultural and pragmatic-discursive components of Spanish for the teaching and learning of Spanish as a foreign language (ELE).

CE7. Analyse teaching materials and resources to identify the approaches they incorporate, with a view to designing specific materials tailored to the level and profile of their students.

CE8. Develop and incorporate teaching materials and resources through the efficient and secure use of new technologies and virtual learning networks.

CE10. Design and plan teaching units, tasks and projects to integrate the development of different language activities and the practice of various communicative skills.

CE11. Assess knowledge of Spanish as a foreign language (ELE) in accordance with the CEFR levels to determine the degree to which the various skills have been acquired.

Learning outcomes

Distinguish the sociocultural and pragmatic-discursive components of Spanish for the teaching and learning of Spanish as a foreign language (ELE).

Analyses teaching materials and resources for the classroom and designs specific materials according to the students’ level and profile.

Develops teaching materials and resources using new technologies and virtual learning networks.

Plans and organises teaching units, tasks and projects that integrate the development of different language activities and the practice of various communicative skills.

Designs tools to assess students’ knowledge of Spanish as a foreign language (ELE) according to their level.

Description of the course content

• Communicative competence

• Pragmatic competence: linguistic, cognitive and social

• Pragmatics and grammar

• Sociocultural aspects and intercultural competence

• Addressing pragmatic and sociocultural components in the ELE classroom

• Assessment of pragmatic competence

Training activities

AF2 Live online sessions 10 hours

AF4 Student study 58 hours

AF5 Individual or group tutorials 2 hours

AF6 Online forums 2 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60% of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION PERIOD

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100 per cent of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Amenós Pons, José; Ahern, Aoife; Escandell Vidal, M.ª Victoria

Communication and Cognition in Teaching Spanish as a Foreign Language: The Pragmatic Perspective

Edinumen. 2019.

ISBN: 9788491796251

Supplementary:

2.- Council of Europe

Common European Framework of Reference for Languages: Teaching, Learning and Assessment

MECD, Anaya. 2002.

3. González Plasencia, Yeray

Intercultural Communication in Foreign Language Teaching

Peter Lang. 2019.

4. Grice, Paul

Studies in the Way of Words

Harvard University Press. 1991.

5. Hall, Edward T.

Beyond Culture

Anchor Books/Doubleday. 1989.

6. Haverkate, Henk

Speech acts, speakers, and hearers

John Benjamins. 1984.

7. Hofstede, Geert

Culture’s consequences: Comparing values, behaviours, institutions, and organisations across nations

Sage Publications. 2001.

8. Ishihara, Noriko and Cohen, Andrew D.

Teaching and Learning Pragmatics

Longman. 2010.

9. Pinto, Derrin and De Pablos-Ortega, Carlos

Let’s Be Pragmatic

Yale University Press. 2014.

10. Searle, John R.

Speech Acts: An essay in the philosophy of language

Cambridge University Press. 2011.

11. Ting-Toomey, Stella and Chung, Leeva C.

Understanding Intercultural Communication

Oxford University Press. 2012.

Links

Dictionary of Key Terms in Spanish as a Foreign Language (ELE) – The Dictionary of Key Terms in Spanish as a Foreign Language (ELE) is a reference work for teachers, trainers and postgraduate students which, in addition to resolving specific queries, has two further objectives: to publicise the studies that have had the greatest impact on teaching methodology and to assist in the gradual systematisation of the terminology of this specialism. It caters for different levels of reading, ranging from simply looking up the definition of a term to a more in-depth and theoretical contextualisation that relates it to other terms. Each entry is accompanied by two types of bibliography – one basic and the other specialised – to guide professionals wishing to explore this information further. The Dictionary of Key Terms in ELE comprises almost seven hundred terms, of which 382 have their own entry.

ELEInternacional Blog – A platform with over 800 downloadable resources and activities, as well as articles and posts related to language teaching and learning.

TodoELE – TodoELE is a website created by and for teachers of Spanish as a foreign language, which has been online since 2002. From the outset, its aim has been to collect and make available everything an ELE teacher needs: high-quality activities and materials for their lessons, resources for professional development to improve their teaching practice, job vacancies to enable them to practise their profession, and the opportunity to connect, communicate and share with other teachers. Over the years, as well as publishing hundreds of pieces of content, Todoele has developed and collaborated on various projects related to ELE. Between 2011 and 2014, it organised seven editions of the online Todoele Meetings, some of whose videos can be viewed on our YouTube channel. It also helped to establish the *Journal of Spanish Language Teaching*, and more recently has been involved in the publication of the *Atlas de ELE*. Since March 2023, Todoele has been moderating *Formespa*, the longest-running active mailing list for ELE teachers.

Objectives

To enable students to:

Use specific methodologies for teaching oral and written skills in the Spanish as a Foreign Language classroom

Develop teaching materials and resources using new technologies and social media.

Design tools to assess students’ knowledge of Spanish as a foreign language (ELE) according to their level.

Identify different ways of sharing resources online, using online resources, linking to others and collaborating via digital tools or virtual learning networks.

Become aware of the importance of online safety, school safety and digital footprints, both as a teacher and in order to convey this to their pupils.

Identify, design and implement training activities that develop digital competence and apply technology, helping their students to acquire and develop the key competences of the Common European Framework of Reference for Languages.

Be familiar with the main social media platforms and use them as a teaching strategy, effectively developing processes of communication, participation and collaborative learning.

Integrate social media into other platforms or learning environments (LMS, blogs, etc.)

Competencies

BASIC COMPETENCES

CB6. Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context.

CB7 Students are able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.

CB9 Students should be able to communicate their conclusions – and the underlying knowledge and reasoning – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies, adapted to the different levels of the CEFR, for use in Spanish as a Foreign Language (ELE) classes.

CG4. To prepare courses and syllabuses to manage and coordinate teaching practice.

CG6. Identify and apply tools and knowledge of new technologies to the practice of teaching Spanish as a foreign language.

CG7. Produce and exchange information, communicate and participate in collaborative and learning networks for the teaching of Spanish as a foreign language in virtual environments.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE1. Employ specific teaching methodologies for the instruction of oral and written skills in the Spanish as a foreign language classroom

CE8. Develop and incorporate teaching materials and resources through the efficient and secure use of new technologies and virtual learning networks.

CE11. Assess knowledge of Spanish as a Foreign Language (ELE) in accordance with the CEFR levels to determine the degree to which the various skills have been acquired.

CE14 Distinguish between and classify different ways of sharing resources on the internet through the use of online resources and collaboration via digital tools or virtual learning networks for the delivery of online teaching.

Learning outcomes

Employs specific methodologies in teaching oral and written skills in the Spanish as a Foreign Language classroom

Develops teaching materials and resources using new technologies and social media.

Designs tools to assess students’ knowledge of Spanish as a foreign language (ELE) according to their level.

Identifies different ways of sharing resources online, using online resources, linking to other sites and collaborating via digital tools or virtual learning networks.

Recognises the importance of online safety, school safety and digital footprints, both as a teacher and in order to convey this to their pupils.

Identifies, designs and implements training activities that develop digital competence and apply technology, helping their pupils to acquire and develop the key competences of the Common European Framework of Reference for Languages.

Is familiar with the main social media platforms and uses them as part of their teaching strategy, effectively facilitating processes of communication, participation and collaborative learning.

Integrates social media into other platforms or learning environments (LMS, blogs, etc.)

Description of the content

• LMS platforms: definition, main platforms and examples of use

• Online resources: classification and educational uses

• Addressing diversity and online resources

• TAC tools: educational applications

• TAC tools: OER (open educational resources)

• Educational and non-educational social media. Social learning

• Networks and virtual environments for curating educational content

Training activities

AF2 Virtual face-to-face sessions 20h

AF4 Student study 120 hours

AF5 Individual or group tutorials 4 hours

AF6 Online forums 3 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60% of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION PERIOD

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100 per cent of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Muñoz-Basols, J., Fuertes Gutiérrez, M. and Cerezo, A. (eds.)

Technology-Mediated Spanish Language Teaching: From Social Justice to Artificial Intelligence (AI)

Routledge. 2024.

ISBN: 9780367704506

2. Román-Mendoza, E.

Learning to Learn: Critical Technopedagogy for Teaching Spanish as a Foreign/Second Language

Routledge. 2018.

ISBN: 9781138954632

3. Trujillo, F. et al.

Technology versus/for Language Learning: Reflections and Conversations on the Future of Teaching and Learning a Foreign Language.

Difusión. 2022.

ISBN: 8436016735926

Others:

4.- Arrarte, G.

Information Technologies in the Teaching of Spanish

Arco/Libros. 2011.

ISBN: 9788476358245

5.- Castañeda, L. and Adell, J. (eds)

Personal Learning Environments: Keys to the Networked Educational Ecosystem

Marfil. 2013.

ISBN: 978-84-268-16

6. Cruz, M (ed.)

E-Research and Spanish as a Second Language/Foreign Language: Research in the Digital Age

Routledge. 2021.

ISBN: 9780429433528

7. Gabarrón Pérez, Á., Pino Rodríguez, Salvadores Merino, A. M. C. and Trujillo Sáez, F.

Technology for the Teaching and Learning of Foreign Languages. Computer-Assisted Language Learning: Past, Present and Future

Pragmalinguistics, 28, 238–254. 2020.

ISBN: 1133-682X

8. Trujillo, F. S., and Salvadores, C. M.

Technology for the Teaching and Learning of Foreign Languages: A Review of the Literature

RIED. Ibero-American Journal of Distance Education, 22(1), 153–169. 2019.

ISBN: 1138-2783

Objectives

To enable students to:

o Become familiar with the materials and key texts used in the teaching of Spanish.

o Understand the characteristics of the Spanish language and its specific terminology

o Master the structure of the Spanish language and distinguish between its systematic and normative aspects.

o Identify the linguistic varieties of Spanish.

Prerequisites

Spanish language level C1

Competencies

o Be familiar with teaching materials and reference works for teaching Spanish.

o Understand the characteristics of the Spanish language and its specific terminology

o Have a thorough grasp of the structure of the Spanish language and be able to distinguish between its systematic and normative aspects.

o Identify the linguistic varieties of Spanish.

Learning outcomes

o Be familiar with the materials and reference works used in the teaching of Spanish.

o Understands the characteristics of the Spanish language and its specific terminology

o Has a thorough grasp of the structure of the Spanish language and can distinguish between its systematic and normative aspects.

o Identify the linguistic varieties of Spanish.

Course content

 Theoretical concepts in Spanish linguistics

 Linguistic competence and communicative competence

 Spanish and its varieties

 The linguistic standard

Training activities

o Training activities

 Virtual face-to-face sessions

 Student study

 Tutorials

 Online forums

 Assessment

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing subject knowledge, problem-solving, reasoning and case study analysis, etc., will account for: 60% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 40% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the course activities.

SUPPLEMENTARY EXAMINATION SESSION

Assessment in the supplementary sitting will take the form of a single in-person examination, which will account for 100 per cent of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Supplementary:

1. Escandell, M. V.

Introduction to Pragmatics

Ariel Lingüística. 1997.

ISBN: 978-843440951

2.- Hualde, J. I., Olarrea, A., Escobar, A. M. & Travis, C. E.

An Introduction to Hispanic Linguistics

Cambridge University Press. 2020.

ISBN: 978-110848835

3. Muñoz Basols, J., Moreno, N., Taboada, I. & Lacorte, M.

An Introduction to Contemporary Linguistics: Theory and Practice

Routledge. 2017.

ISBN: 0415631572

Others:

4.- Chomsky, N.

The Minimalist Programme

Alianza Editorial. 1999.

ISBN: 978-842067941

5.- Fromkin, V., Rodman, R. & Hyams, N.

An Introduction to Language

Thomson Heinle. 2003.

ISBN: 978-133755957

Objectives

To equip students to:

o Acquire the basic knowledge, skills, tools and techniques required to begin teaching

o Establish criteria for assessing the suitability of specific resources and materials for the classroom.

o Develop the skills and familiarise themselves with the knowledge required to prepare lessons based on the fundamentals of the communicative approach.

o Analyse the diversity of situations and contexts in Spanish language teaching

o Provide essential tools for teaching Spanish as a foreign language (ELE).

Prerequisites

Spanish language level: C1

Competencies

o Acquire the basic knowledge, skills, tools and techniques needed to begin teaching

o Establish criteria for assessing the suitability of specific resources and materials for the classroom.

o To develop the skills and become familiar with the knowledge required to prepare lessons based on the principles of the communicative approach.

o To analyse the diversity of situations and contexts in Spanish language teaching

o To provide fundamental tools for teaching Spanish as a foreign language (ELE).

Learning outcomes

o Acquire the basic knowledge, skills, tools and techniques required to begin teaching

o Establish criteria for assessing the suitability of specific resources and materials for the classroom.

o Develop skills and become familiar with the knowledge required to prepare lessons based on the fundamentals of the communicative approach.

o Analyses the diversity of situations and contexts in Spanish language teaching

Course content

 Key references in the teaching of Spanish as a foreign language (ELE): CEFR and PCIC

 Introduction to foreign language teaching methodology.

 Communicative skills

 Resources for ELE teachers and career guidance

Training activities

o Training activities

 Virtual face-to-face sessions

 Student study

 Tutorials

 Online forums

 Assessment

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing subject knowledge, problem-solving, reasoning and case study analysis, etc., will account for: 60% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 40 per cent of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the course activities.

SUPPLEMENTARY EXAMINATION PERIOD

Assessment in the supplementary sitting will take the form of a single in-person examination, which will account for 100 per cent of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Dörnyei, Z. and Murphey, T.

Group Dynamics in the Language Classroom

Edinumen. 2019.

ISBN: 978-84-9848-5

2. García Santa-Cecilia, A.

How to Design a Foreign Language Course

Arco Libros. 2000.

ISBN: 978-84-7635-4

3. García Santa-Cecilia, Álvaro

The Curriculum for Spanish as a Foreign Language

Edelsa. 1995.

ISBN: 847711093X

4. Instituto Cervantes

The Cervantes Institute’s Curriculum. Reference Levels for Spanish.

Biblioteca Nueva. 2006.

ISBN: 978-84-97428-

5. Martínez, M. and Zamorano, A. (Eds.)

Theory and Methodology for Teaching Spanish as a Foreign Language (Volumes I, II and III)

EnClave-ele. 2018.

ISBN: 978-84-16108-

6.- Moreno García, Concha

Materials, strategies and resources for teaching Spanish as a second language

Arco Libros. 2023.

ISBN: 978-84-7635-8

7. Pastor Cesteros, Susana

Second language learning. Linguistics applied to language teaching

University of Alicante Press. 2006.

ISBN: 978-84-7908-8

Supplementary:

8.- Baralo, Marta

The acquisition of Spanish as a foreign language

Arco Libros. 2018.

ISBN: 978-84-7635-3

9.- De Santiago, J. and Fernández, J.

Fundamentals for Teaching Spanish as a Second Language.

Arco Libros. 2017.

ISBN: 978-84-7635-9

Objectives

To enable students to:

Incorporate the use of new technologies efficiently and safely into the teaching of Spanish as a foreign language.

Develop teaching materials and resources using new technologies and virtual learning networks.

Identify the different ways of sharing resources on the internet, using online resources, linking to others and collaborating via digital tools or virtual learning networks.

Become aware of the importance of online safety, school safety and digital footprints, both as a teacher and in order to convey this to their pupils.

Competencies

BASIC COMPETENCIES

CB6. Possess and understand knowledge that provides a foundation or opportunity for originality in the development and/or application of ideas, often within a research context.

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.

CB8 Students should be able to integrate knowledge and address the complexity of making judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

CB9 Students should be able to communicate their conclusions – and the knowledge and underlying reasoning that support them – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG3. Prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in Spanish as a Foreign Language (ELE) classes.

CG6. Identify and apply tools and knowledge relating to new technologies for the practice of teaching Spanish as a foreign language.

CG7. Produce and exchange information, communicate and participate in collaborative and learning networks for the teaching of Spanish as a foreign language in virtual environments.

CG8. Design digital projects for teaching Spanish as a foreign language to promote educational innovation.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching practice.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE1. Employ specific teaching methodologies for teaching oral and written skills in the Spanish as a Foreign Language classroom

CE8. Develop and incorporate teaching materials and resources through the efficient and secure use of new technologies and virtual learning networks.

CE10. Design and plan teaching units, tasks and projects to integrate the development of different language activities and the practice of various communicative skills.

CE11. Assess knowledge of Spanish as a foreign language (ELE) in accordance with the CEFR levels to determine the degree to which the various skills have been acquired.

CE14 Distinguish between and classify different ways of sharing resources on the internet through the use of online resources and collaboration via digital tools or virtual learning networks for the delivery of online teaching.

Learning outcomes

Incorporates the use of new technologies efficiently and safely into the teaching of Spanish as a foreign language.

Develops teaching materials and resources using new technologies and virtual learning networks.

Identifies the different ways of sharing resources on the internet, using online resources, linking to others and collaborating via digital tools or virtual learning networks.

Becomes aware of the importance of online safety, school safety and digital footprints, both as a teacher and in order to convey this to their pupils.

Course content description

• E-learning and Learning 2.0

• The evolution of technology in society and education. From distance learning to e-learning

• Pedagogy and personal learning environments

• Digital transformation in education: personal learning environments (PLEs), the teacher as a facilitator, and the design of activities and assessment

• LMS and learning, main platforms, criteria for selection

• How to create an e-learning project

Training activities

AF2 Virtual face-to-face sessions 10h

AF4 Self-study 58 hours

AF5 Individual or group tutorials 2 hours

AF6 Online forums 2 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60% of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION PERIOD

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100 per cent of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Castañeda, L. and Adell, J. (eds)

Personal Learning Environments: Keys to the Networked Educational Ecosystem

Marfil. 2013.

ISBN: 978-84-268-16

2. Muñoz-Basols, J., Fuertes Gutiérrez, M. and Cerezo, A. (eds.)

Technology-Mediated Spanish Language Teaching: From Social Justice to Artificial Intelligence (AI)

Routledge. 2024.

ISBN: 9780367704506

3. Román-Mendoza, E.

Learning to Learn: Critical Technopedagogy for Teaching Spanish as a Foreign/Second Language

Routledge. 2018.

ISBN: 9781138954632

Supplementary:

4.- Bergmann, J.; Sams, A.

Flip Your Classroom: Reach Every Student in Every Class Every Day.

Buck Institute for International Society for Technology in Education. 2012.

ISBN: 978-156484315

5.- Castañeda, L., and Adell, J. (eds.).

Personal Learning Environments: Keys to the Networked Educational Ecosystem

Marfil. 2013.

ISBN: 978-84-268-16

Objectives

To enable students to:

Distinguish between the sociocultural and pragmatic-discursive components in the teaching and learning of Spanish as a foreign language (ELE).

Adapt grammatical content to the student’s language level and develop strategies for teaching it.

Determine the appropriate lexical content for each language level and select the appropriate methodology for teaching it.

Analyse teaching materials and resources for the classroom and design specific materials according to the students’ level and profile.

Incorporate the use of new technologies into the teaching of Spanish as a foreign language.

Develop teaching materials and resources using new technologies and social media.

Understand and apply supplementary teaching resources for teaching Spanish as a foreign language (ELE): Spanish literature, music and film.

Understand and explain the links between language and culture through various cultural examples: literature, music and film in their different forms.

To examine and evaluate the selection of literary, musical or cinematic content in ELE textbooks.

To learn how to use literary, musical or cinematic resources for teaching Spanish as a foreign language.

Create teaching materials using literature, music, film or TV series in Spanish.

Competencies

BASIC COMPETENCIES

CB6. Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context.

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.

CB9 Students should be able to communicate their conclusions – and the underlying knowledge and reasoning – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG1. To understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG2. To identify different professional contexts in order to adapt to teaching in international and/or multicultural settings

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in ELE classes.

CG5. Select pragmatic content related to the teaching of Spanish as a foreign language to address sociocultural aspects in the classroom.

CG6. Identify and apply tools and knowledge of new technologies to the practice of teaching Spanish as a foreign language.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching practice.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE3. Distinguish the sociocultural and pragmatic-discursive components of Spanish for the teaching and learning of Spanish as a foreign language (ELE).

CE4. Adapt grammatical content to the language levels of the CEFR and develop strategies for teaching it.

CE6. Determine the appropriate lexical content for each language level and select the appropriate methodology for teaching it.

CE7. Analyse teaching materials and resources to identify the approaches they incorporate, with a view to designing specific materials tailored to the level and profile of their students.

CE8. Develop and incorporate teaching materials and resources by using new technologies and virtual learning networks efficiently and safely.

CE11. Assess knowledge of Spanish as a Foreign Language (ELE) in accordance with the CEFR levels to determine the degree to which the various skills have been acquired.

CE12. Examine and utilise teaching aids based on Spanish-language literature, music and film for the teaching of Spanish as a foreign language (ELE).

Learning outcomes

Distinguishes between the sociocultural and pragmatic-discursive components in the teaching and learning of Spanish as a foreign language (ELE).

Adapts grammatical content to the student’s language level and develops strategies for teaching it.

Identifies the appropriate lexical content for each language level and selects the appropriate methodology for teaching it.

Analyses teaching materials and resources for the classroom and designs specific materials according to the students’ level and profile.

Incorporates the use of new technologies into the teaching of Spanish as a foreign language.

Develops teaching materials and resources using new technologies and social media.

Understands and applies supplementary teaching resources for teaching Spanish as a foreign language (ELE): Spanish literature, music and film.

Understands and explains the links between language and culture through various cultural examples: literature, music and film in their different forms.

Examines and evaluates the selection of literary, musical or cinematic content in ELE textbooks.

Learns to use literary, musical or cinematic resources for teaching Spanish as a foreign language.

Create teaching materials using literature, music, film or TV series in Spanish.

Course content description

• The importance of the cultural component in teaching Spanish as a foreign language

• Analysis of literary, musical or cinematic content found in ELE textbooks

• Literature in the teaching of Spanish as a foreign language

• Music in the teaching of Spanish as a foreign language

• Films and TV series in the teaching of Spanish as a foreign language

Training activities

AF2 Virtual face-to-face sessions 10 hours

AF4 Student study 58 hours

AF5 Individual or group tutorials 2 hours

AF6 Online forums 2 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60% of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION PERIOD

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100 per cent of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Bergala, A

The Hypothesis of Cinema: A Short Treatise on the Teaching of Cinema in and outside School

Laertes. 2007.

ISBN: 9788475846071

2. Collie, J. and Slater, S

Literature in the Language Classroom: A resource book of ideas and activities

Cambridge University Press. 2002.

ISBN: 9780521309967

3. – Instituto Cervantes

Curriculum

Biblioteca Nueva. 2006.

ISBN: 8497426150

Supplementary:

4. Andrés Amorós Guardiola

Around the World in 80 Pieces of Music. Essential works and composers of classical, popular and film music

La Esfera. 2018.

ISBN: 978-84-9164-2

5. Andrés Amorós Guardiola

Play It Again, Sam. The Best Film Music

Fórcola Ediciones. 2019.

ISBN: 978-84-17425-

6. Rocío Lorenzo Barros and Rosa Ana Paz Doce

Spanish Workbooks: Lyrics and Music. Vol. 3

USC Publications and Scientific Exchange Service. 2012.

ISBN: 9788498878165

7. Rosana Acquaroni

Words Not Carried Away by the Wind: Literature and the Teaching of Spanish as a Foreign Language. L2/LE

Español Santillana, University of Salamanca. 2007.

ISBN: 9788497130462

Objectives

To enable students to:

Incorporate the use of new technologies efficiently and safely into the teaching of Spanish as a foreign language.

Develop teaching materials and resources using new technologies and virtual learning networks.

Identify the different ways of sharing resources on the internet, using online resources, linking to others and collaborating via digital tools or virtual learning networks.

Become aware of the importance of online safety, school safety and digital footprints, both as a teacher and in order to convey this to their students

To understand and use educational tools for creating high-quality digital teaching materials to enhance pupils’ learning in Spanish as a foreign language (ELE) classes.

Understand and carry out processes for the production, recording, post-production and dissemination of teaching content in various digital formats.

Plan and develop processes for creating multimedia resources for ELE learning: tutorial videos, podcasts, advertisements, etc.

Use basic software packages to create content in audio and video formats.

To design assessment tools for evaluating learning processes based on multimedia products.

Competencies

BASIC COMPETENCIES

CB6. Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context.

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.

CB9 Students should be able to communicate their conclusions – and the underlying knowledge and reasoning – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous

GENERAL COMPETENCIES

CG1. To be familiar with the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in ELE classes.

CG6. To identify and apply tools and knowledge relating to new technologies in the practice of teaching Spanish as a foreign language.

CG7. Produce and exchange information, communicate and participate in collaborative and learning networks for the teaching of Spanish as a foreign language in virtual environments.

CG8. Design digital projects in the teaching of Spanish as a foreign language to promote educational innovation.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching practice.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE8. Develop and incorporate teaching materials and resources through the efficient and secure use of new technologies and virtual learning networks.

CE10. To plan and organise teaching units, tasks and projects to integrate the development of different language activities and the practice of various communicative skills.

CE11. Assess knowledge of Spanish as a Foreign Language (ELE) in accordance with the CEFR levels to determine the degree to which the various skills have been acquired.

CE14. Distinguish between and classify different ways of sharing resources on the internet through the use of online resources and collaboration via digital tools or virtual learning networks for the delivery of online teaching.

Learning outcomes

Incorporates the use of new technologies efficiently and safely into the teaching of Spanish as a foreign language.

Develops teaching materials and resources using new technologies and virtual learning networks.

Identifies different ways of sharing resources online, using online resources, linking to others and collaborating via digital tools or virtual learning networks.

Recognises the importance of online safety, school safety and digital footprints, both as a teacher and in order to convey this to their pupils

Understands and uses educational tools to create high-quality digital teaching materials to enhance pupils’ learning in Spanish as a foreign language (ELE) classes.

Understands and carries out processes involving the production, recording, post-production and dissemination of teaching content in various digital formats.

Plans and carries out processes for the creation of multimedia resources for ELE learning: tutorial videos, podcasts, promotional material, etc.

Uses basic software packages to create content in audio and video formats.

Design assessment tools for learning processes based on multimedia products.

Course content description

• Digital video: characteristics, formats, conversion, codecs and playback. The recording process: tools and applications. The production process: synopsis, script, storyboard, shots, takes, effects and sound design

• The distribution process: physical media, streaming and the Internet (YouTube, Vimeo, etc.). Dissemination via video blogs and podcasts

• Sound capture: conditioning and sound design. Sound post-production: editing, mixing and mastering

• Multimedia resources as a teaching strategy: integration into teaching practice. Adapting Spanish as a Foreign Language (ELE) content for digital SCORM formats

• The process of developing multimedia resources for ELE learning: tutorial videos, podcasts, advertising, etc.

Training activities

AF2 Virtual face-to-face sessions 20h

AF4 Self-study 120 hours

AF5 Individual or group tutorials 4 hours

AF6 Online forums 3 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60 per cent of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION PERIOD

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100% of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Supplementary:

1. Christian Leborg

VISUAL GRAMMAR

Editorial Gg, Sl. 2013.

ISBN: 9788425226458

2. Esteban Vázquez Cano

Media, Teaching Resources and Educational Technology

UNED Publishing. 2021.

ISBN: 9788436277371

3. Garbiñe Larralde Urkijo

Drawing to Learn: Visual Thinking in Education

Grao Publishers. 2022.

ISBN: 978-841862775

4. García-Beltrán, A.,

Publishing content in SCORM format

Polytechnic University of Madrid. 2007.

ISBN: 978-84-690-85

5. Jon Yablonski

The Laws of UX (Multimedia Design)

Parramón; 2022.

ISBN: 978-84-342-43

6. Jordi Musons

Reinventing School: A Compass for Families and Educators to Understand 21st-Century Education

UNED Press. 2021.

ISBN: 9788417623760

7. José Ignacio Aguaded Gómez; Julio Cabero Almenara (eds.)

Technologies and Media for Education in the e-Society

UNED Press. 2020.

ISBN: 9788420678573

8. Juan Silva Quiroz

Design and moderation of virtual learning environments

UOC Press. 2012.

ISBN: 9788490290903

9. Katie Novak

DUA Now! A teacher’s guide to implementing Universal Design for Learning

CAST, Inc. 2023.

ISBN: 9781943085163

10. Marina Arshavskiy

Instructional Design for Online Learning: Instructional Design for Online Learning

CreateSpace Independent Publishing Platform. 2018.

ISBN: 978-172211140

11. Miguel Ángel Carretero Díaz

Conventional and Technological Materials for the Educational Management of Diversity

UNED Press. 2020.

ISBN: 9788436272109

12. Román-Mendoza, E.

Learning to Learn: Critical Technopedagogy for the Teaching of Spanish as a Foreign Language (LE) or Second Language (L2)

Routledge. 2018.

ISBN: 9781138954632

13. Rudolf Arnheim

Visual Thinking

Paidós. 1986.

ISBN: 9788475093772

Objectives

To enable students to:

Apply specific methodologies for teaching speaking and writing skills in the Spanish as a Foreign Language classroom

Understand the different approaches, linguistic theories and assessment methods used in the teaching of Spanish as a foreign language.

Determine the appropriate lexical content for each language level and select the appropriate methodology for teaching it.

Analyse teaching materials and resources for the classroom and design specific materials according to the students’ level and profile.

Is familiar with terminology associated with different professional contexts and develops strategies and programmes for teaching Spanish in line with students’ academic and professional requirements.

They programme and plan teaching units, tasks and projects that integrate the development of the various language skills and the practice of different communicative competences.

Designs tools to assess students’ knowledge of Spanish as a foreign language (ELE) according to their level.

Understands the distinction between general language and specialised language.

Be familiar with the specific contexts of Spanish for Specific Purposes (ESSP): business Spanish, Spanish for academic purposes, etc.

Is able to compile teaching materials for teaching Spanish for specific purposes (EFE) in line with our students’ needs.

Competencies

BASIC COMPETENCIES

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.

CB8 Students should be able to integrate knowledge and tackle the complexity of making judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgements.

CB9 Students should be able to communicate their conclusions – and the knowledge and underlying reasoning that support them – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG1. To understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG2. To identify different professional contexts in order to adapt to teaching in international and/or multicultural settings

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in ELE classes.

CG4. To prepare courses and lesson plans to manage and coordinate teaching practice.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE1. Apply specific teaching methodologies for teaching oral and written skills in the Spanish as a Foreign Language classroom

CE2. Identify the various approaches, linguistic theories and assessment methods for application in the teaching of Spanish as a foreign language.

CE6. Determine the appropriate lexical content for each language level and select the appropriate methodology for teaching it.

CE7. Analyse teaching materials and resources to identify the approaches they incorporate, with a view to designing specific materials tailored to the level and profile of their students.

CE9. Use terminology associated with different professional contexts to address the academic and professional needs of their students.

CE10. Programme and plan teaching units, tasks and projects to integrate the development of the various language activities and the practice of the different communicative skills.

CE11. Assess knowledge of Spanish as a foreign language (ELE) in accordance with the CEFR levels to determine the degree to which the various skills have been acquired.

Learning outcomes

Uses specific methodologies in the teaching of oral and written skills in the Spanish as a Foreign Language classroom

Is familiar with the various approaches, linguistic theories and assessment methods used in the teaching of Spanish as a foreign language.

Identifies the appropriate lexical content for each language level and selects the appropriate methodology for teaching it.

Analyses teaching materials and resources for the classroom and designs specific materials according to the students’ level and profile.

Is familiar with terminology associated with different professional contexts and develops strategies and programmes for teaching Spanish in line with students’ academic and professional requirements.

They programme and plan teaching units, tasks and projects that integrate the development of the various language skills and the practice of different communicative competences.

Designs tools to assess students’ knowledge of Spanish as a foreign language (ELE) according to their level.

Understands the distinction between general language and specialised language.

Be familiar with the specific contexts of Spanish for Specific Purposes (ESFP): business Spanish, Spanish for academic purposes, etc.

Is able to compile teaching materials for teaching specialised Spanish (EFE) in line with our students’ needs.

Description of the course content

• General language vs specialised language

• Characteristics of specialised languages

• Spanish as a specialised language

• Spanish for academic purposes

• The EFE teacher: characteristics, needs, objectives…

• Spanish for professional purposes (business Spanish, tourism Spanish, healthcare Spanish…)

• Methodologies used in teaching Spanish for Specific Purposes

• Planning an EFE course

• Developing EFE units and materials

Training activities

AF2 Virtual face-to-face sessions 10 hours

AF4 Student study 58 hours

AF5 Individual or group tutorials 2 hours

AF6 Online forums 2 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60% of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION PERIOD

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100 per cent of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Barbara A. Lafford, Anita Ferreira Cabrera, Elisabet Amó Macià

Spanish for Specific Purposes (EFE) The Routledge Handbook of Spanish for Specific Purposes (SSP)

Routledge Handbooks. 2025.

ISBN: 978-036752364

2. Josefa Gómez de Enterría

Spanish as a Language of Specialised Communication

Arco Libros. 2009.

ISBN: 8476357400

3. Leticia Santana Negrín

Teaching Spanish for Specific Purposes

EnClave-ELE. 2022.

ISBN: 8418731389

4. Mª Pilar Valero Fernández

A Guide to Teaching Spanish for Specific Purposes: Health Sciences

Eris Ediciones. 2022.

ISBN: 978-84-124953

Supplementary:

5.- Blanca Aguirre Beltrán

Learning and Teaching Spanish for Specific Purposes

SGEL. 2012.

ISBN: 849778751X

6. Enrique Alcaraz Varó, José Mateo and Francisco Yus Ramos

Professional and academic languages

Ariel. 2007.

ISBN: 84-344-8122-7

7. Guillermo Rojo

An Introduction to Corpus Linguistics in Spanish

Taylor & Francis. 2021.

ISBN: 0367635852

8. Mª Cruz Piñol

Corpus Linguistics and the Teaching of Spanish as a Second Language.

Arco Libros. 2012.

ISBN: 84-7635-850-4

9. Mª Teresa Cabré y Gómez de Enterría

Teaching specialist languages: global simulation.

Gredos. 2006.

ISBN: 8424927931

Objectives

To enable students to:

Develop specific professional skills in Spanish as a foreign language within the context of teaching practice.

Design and develop learning environments in the Spanish as a Foreign Language (ELE) classroom, with a particular focus on equity, education in the values inherent to a culture of peace and democracy, equal rights and opportunities for men and women, citizenship education and respect for human rights.

Assess the most appropriate methodological approaches for different Spanish as a Foreign Language (ELE) teaching and learning contexts, taking into account the various factors involved in the language teaching and learning process.

Prepare, implement and evaluate teaching materials for specific teaching and learning sequences in the ELE classroom.

Demonstrate an attitude of respect towards interlinguistic and intercultural differences.

Develop and incorporate teaching materials and resources through the efficient and safe use of new technologies and virtual learning networks.

Competencies

BASIC COMPETENCIES

CB6 Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context.

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.

CB8 Students should be able to integrate knowledge and address the complexity of making judgements based on information that, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

CB9 Students should be able to communicate their conclusions – and the underlying knowledge and reasoning – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG1. To understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG2. To identify different professional contexts in order to adapt to teaching in international and/or multicultural settings

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in ELE classes.

CG4. To prepare courses and syllabuses to manage and coordinate teaching practice.

CG5. Select pragmatic content related to the teaching of Spanish as a foreign language to address sociocultural aspects in the classroom.

CG6. Identify and apply tools and knowledge of new technologies to the practice of teaching Spanish as a foreign language.

CG7. Produce and exchange information, communicate and participate in collaborative and learning networks for the teaching of Spanish as a foreign language in virtual environments.

CG8. Design digital projects in the teaching of Spanish as a foreign language to promote educational innovation.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching practice.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE1. Employ specific teaching methodologies for teaching oral and written skills in the Spanish as a Foreign Language classroom

CE4. Adapt grammatical content to the language levels of the CEFR and develop strategies for teaching it.

CE6. Determine the appropriate lexical content for each language level and select the appropriate methodology for teaching it.

CE7. Analyse teaching materials and resources to identify the approaches they incorporate, with a view to designing specific materials tailored to the level and profile of their students.

CE8. Develop and incorporate teaching materials and resources by using new technologies and virtual learning networks efficiently and securely.

CE9. Use terminology associated with different professional contexts to address the academic and professional needs of their students.

CE10. Programme and plan teaching units, tasks and projects to integrate the development of different language activities and the practice of various communicative skills.

CE11. Assess students’ knowledge of Spanish as a foreign language (ELE) in accordance with the CEFR levels to determine the extent to which the various skills have been acquired.

Learning Outcomes

Develops specific professional competences in Spanish as a foreign language in teaching practice.

Designs and develops learning environments in the Spanish as a Foreign Language (ELE) classroom, paying particular attention to equity, education in the values inherent to a culture of peace and democracy, equal rights and opportunities for men and women, citizenship education and respect for human rights.

Assess the most appropriate methodological approaches for different Spanish as a Foreign Language (ELE) teaching and learning contexts, taking into account the various factors involved in the language teaching and learning process.

Prepares, implements and evaluates teaching materials for specific teaching and learning sequences in the ELE classroom.

Demonstrates an attitude of respect towards interlinguistic and intercultural differences.

Develops and incorporates teaching materials and resources through the efficient and safe use of new technologies and virtual learning networks.

Description of the course content

• Theoretical and practical teacher training at the educational centre or organisation.

• Analysis and development of teaching resources for Spanish as a Foreign Language (ELE)

• Teaching placements: planning Spanish as a foreign language (ELE) lessons, delivering teaching activities and evaluating one’s own teaching practice.

Training activities

AF4 Student study 20 hours

AF5 Individual or group tutorials 5 hours

AF7 Assessment 125 hours

Assessment system and criteria

Assessment by the external supervisor and the university tutor of the student’s performance of the tasks assigned during the external work placement. 70%

Assessment by the university tutor of the external placement report. 30%

Objectives

To enable students to:

Apply specific methodologies for teaching speaking and writing skills in the Spanish as a Foreign Language classroom.

Understand the different approaches, linguistic theories and assessment methods used in the teaching of Spanish as a foreign language.

Adapt grammatical content to the student’s language level and develop strategies for teaching it.

Determine the appropriate vocabulary for each language level and select the appropriate methodology for teaching it.

Analyse teaching materials and resources for the classroom and design specific materials based on the students’ level and profile.

To incorporate the use of new technologies efficiently and safely into the teaching of Spanish as a foreign language.

Develop teaching materials and resources using new technologies and virtual learning networks.

To programme and plan teaching units, tasks and projects that integrate the development of the various language skills and the practice of different communicative competences.

Design tools to assess students’ knowledge of Spanish as a foreign language (ELE) according to their level.

Distinguish between and understand the various levels of teaching planning: curriculum, programme, teaching unit, etc.

Competencies

BASIC COMPETENCES

CB6 Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context.

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.

CB9 Students should be able to communicate their conclusions – and the knowledge and underlying reasoning that support them – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG1. To understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG2. To identify different professional contexts in order to adapt to teaching in international and/or multicultural settings

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in ELE classes.

CG4. To prepare courses and syllabuses to manage and coordinate teaching practice.

CG5. Select pragmatic content related to the teaching of Spanish as a foreign language to address sociocultural aspects in the classroom.

CG6. Identify and apply tools and knowledge of new technologies to the practice of teaching Spanish as a foreign language.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE1. Employ specific teaching methodologies for teaching oral and written skills in the Spanish as a foreign language classroom

CE2. Identify the various approaches, linguistic theories and assessment methods for application in the teaching of Spanish as a foreign language.

CE4. Adapt grammatical content to the language levels of the CEFR and develop strategies for teaching it.

CE6. Determine the appropriate lexical content for each language level and select the appropriate methodology for teaching it.

CE7. Analyse teaching materials and resources to identify the approaches they incorporate, with a view to designing specific materials tailored to the level and profile of their students.

CE8. Develop and incorporate teaching materials and resources by using new technologies and virtual learning networks efficiently and safely.

CE10. Programme and plan teaching units, tasks and projects to integrate the development of different language activities and the practice of various communicative skills.

CE11. Assess knowledge of Spanish as a foreign language (ELE) in accordance with the CEFR levels to determine the degree to which the various skills have been acquired.

Learning outcomes

Uses specific methodologies in the teaching of oral and written skills in the Spanish as a Foreign Language classroom.

Is familiar with the various approaches, linguistic theories and assessment methods used in the teaching of Spanish as a foreign language.

Adapts grammatical content to the student’s language level and develops strategies for teaching it.

Determines the appropriate lexical content for each language level and selects the appropriate methodology for teaching it.

Analyse teaching materials and resources for the classroom and design specific materials based on the students’ level and profile.

Effectively and confidently incorporate the use of new technologies into the teaching of Spanish as a foreign language.

Develops teaching materials and resources using new technologies and virtual learning networks.

Plans and organises teaching units, tasks and projects that integrate the development of the various language skills and the practice of different communicative competences.

Designs tools to assess students’ knowledge of Spanish as a foreign language (ELE) according to their level.

Distinguishes between and understands the various levels of teaching planning: curriculum, syllabus, teaching unit, etc.

Description of the course content

• Module I. Fundamentals of curriculum theory in the teaching of Spanish as a foreign language

- Curriculum theory: history

- Curricula in language teaching

• Module II. Stages in planning a course in Spanish as a foreign language

- Course planning

- Planning and designing teaching activities

- Assessment

Training activities

AF2 Online sessions 10 hours

AF4 Student study 58 hours

AF5 Individual or group tutorials 2 hours

AF6 Online forums 2 hours

AF7 Assessment 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, analysis of case studies, etc., will account for: 60% of the final mark.

• Completion of practical work and set exercises: 25% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark.

• Self-assessment tests: 5% of the final mark.

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module. Similarly, your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the other activities.

SUPPLEMENTARY EXAMINATION PERIOD

Assessment in the supplementary examination period will take the form of a single in-person examination, which will account for 100% of the student’s mark. This examination will be the same for all students who did not pass the module in the ordinary examination session. It will include, at least, a practical component designed to assess the skills acquired by students during the course of the module.

To pass the module in the supplementary examination period, students must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module. 100 per cent of the final mark will be based on the mark obtained in the supplementary final examination for the module.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. BORDÓN, Teresa

Language assessment in the context of E/2L: foundations and procedures

Arco/Libros. 2006.

ISBN: 8476356447

2. ESTAIRE, Sheila

Language learning through tasks: from curriculum planning to the classroom

Edinumen. 2009.

ISBN: 9788498481785

3. WOODWARD, Tessa

Lesson and Course Planning

CUP. 2002.

ISBN: 9788483233023

Supplementary:

4.- COUNCIL OF EUROPE

Common European Framework of Reference for Languages: Learning, Teaching, Assessment

MECD-Anaya. 2001.

ISBN: 8466716181

5.- GARCÍA SANTA-CECILIA, Álvaro

The Curriculum for Spanish as a Foreign Language

Edelsa. 1995.

ISBN: 847711093X

6. CERVANTES INSTITUTE

Teaching Spanish as a Foreign Language. The Cervantes Institute’s Curriculum

CERVANTES INSTITUTE. 1994.

ISBN: 9788497426268

Objectives

To equip students to:

Carry out an educational project (Master’s Thesis) on a topic within the field of teaching Spanish as a foreign language, incorporating the competences, skills and attitudes acquired through theoretical training and teaching practice, enabling them to continually reflect upon and adapt their skills and competences, in accordance with the academic, social and cultural requirements of the context in which they practise their teaching profession. In addition, to present this work publicly, demonstrating a good command of oral and written expression.

Competencies

BASIC COMPETENCIES

CB6 Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context.

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar settings within broader (or multidisciplinary) contexts related to their field of study.

CB8 Students should be able to integrate knowledge and address the complexity of making judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

CB9 Students should be able to communicate their conclusions – and the underlying knowledge and reasoning – to specialist and non-specialist audiences clearly and unambiguously.

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG1. To understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

CG2. To identify different professional contexts in order to adapt to teaching in international and/or multicultural settings

CG3. To prepare and incorporate materials, tools, resources and the use of new technologies adapted to the different levels of the CEFR for use in ELE classes.

CG4. To prepare courses and lesson plans to manage and coordinate teaching practice.

CG5. Select pragmatic content related to the teaching of Spanish as a foreign language to address sociocultural aspects in the classroom.

CG6. Identify and apply tools and knowledge of new technologies to the practice of teaching Spanish as a foreign language.

CG7. Produce and exchange information, communicate and participate in collaborative and learning networks for the teaching of Spanish as a foreign language in virtual environments.

CG8. Design digital projects in the teaching of Spanish as a foreign language to promote educational innovation.

CROSS-CURRICULAR COMPETENCIES

CT1. Use IT tools, programmes and applications to support teaching practice.

CT2. Develop communication skills for effective teaching practice.

SPECIFIC COMPETENCIES

CE13. Undertake an educational project (Master’s Thesis) on a topic within the field of teaching Spanish as a foreign language and defend it publicly, demonstrating a good command of oral and written expression, in order to demonstrate the knowledge acquired during the Master’s programme.

Learning Outcomes

Students are able to undertake an educational project (Master’s Thesis) on a topic within the field of teaching Spanish as a foreign language, incorporating the competences, skills and attitudes acquired through theoretical training and teaching practice, enabling them to continually reflect upon and adapt their skills and competences, in accordance with the academic, social and cultural requirements of the context in which they practise their teaching profession. They will also defend it publicly, demonstrating a good command of oral and written expression.

Description of the content

• Master’s Thesis: definition, structure and its relationship to the competences acquired in the other modules of the programme.

• Bibliographic resources: guidance on how to search for them.

• How to write a Master’s Thesis. Examples.

• How to present a Master’s thesis. Key points for an effective presentation.

Learning activities

AF2 Virtual face-to-face sessions 2h

AF4 Student study 142 hours

AF5 Individual or group tutorials 5 hours

AF7 Assessment 1h

Assessment system and criteria

Assessment by the supervisor of the progress made during the various stages of the Master’s Thesis. 15%

Assessment of the Master’s Thesis by an examination board. 60%

Defence of the Master’s Thesis before an examination board. 25%