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

Objectives

1. Relate knowledge of second language acquisition to pedagogical decisions, for example, when designing activities that develop different skills or when analysing and creating materials

2. Analyses the impact of context (virtual environments, immersion, traditional classrooms, hybrid methodologies, etc.) on second language learning.

Competencies

RC1. Identify and analyse different professional contexts in the teaching of Spanish as a foreign language (health, business, law, migration, etc.) in order to adapt teaching practice to international and/or multicultural settings.

Learning outcomes

RK1. Understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

RK2. Identify the various approaches, linguistic theories and assessment methods for application in the teaching of Spanish as a foreign language.

RS2 Use technological tools and resources in teaching activities for Spanish as a foreign language.

RS8. Apply approaches and methods for teaching Spanish as a foreign language in accordance with different levels of proficiency and educational contexts.

Description of the course content

• Contrast between language acquisition and language learning

• Theories of language acquisition

• Methods and approaches to second language learning

• Linguistic awareness

You will learn the difference between acquisition and learning and explore the various approaches and methods that have been developed in the field of language teaching, as well as the role that technology has played in all of them.

Training activities

AF1 Theory sessions 10 hours

AF2 Independent study: 60 hours

AF3 Tutorials 2 h

AF6 Forums and chats 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: 50 per cent of the final mark.

• Completion of practical work and set exercises: 30 per cent of the final mark.

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

• Self-assessment tests: 10 per cent of the final mark.

To pass the module in the main examination session, 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 extraordinary examination session, students must achieve a final mark of 5.0 out of 10.0 or higher. 100 per cent of the final mark will be based on the mark obtained in the module’s final extraordinary examination.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

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 Publications. 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

1. Design teaching sequences with grammatical content that are geared towards communicative objectives and include consistent assessment criteria.

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

3. Recognise the most common grammatical errors according to the CEFR.

4. Identify and reflect on the most common errors made by learners, taking into account their mother tongue.

5. Analyse grammatical content from a perspective geared towards the teaching of Spanish.

Competencies

RC1. Identify and analyse different professional contexts in the teaching of Spanish as a foreign language (health, business, law, migration, etc.) in order to adapt teaching practice to international and/or multicultural environments.

RC4. Design materials tailored to the level and profile of the learners by analysing teaching resources.

RC5. Develop and incorporate teaching materials and resources by using new technologies and virtual learning networks efficiently and safely

Learning Outcomes

KNOWLEDGE

RK1. Understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

RK2. Identify the different approaches, linguistic theories and assessment methods for application in the teaching of Spanish as a foreign language.

SKILLS AND ABILITIES

RS2. Use technological tools and resources in teaching activities for Spanish as a foreign language.

RS3. Design activities aimed at developing the various communicative skills involved in learning Spanish as a foreign language.

RS6. Adapt grammatical content to the language levels of the CEFR and develop strategies for teaching it.

RS8. Apply approaches and methods for teaching Spanish as a foreign language in accordance with different levels of proficiency and educational contexts.

Course description

The module is structured around two methodologically distinct blocks:

Block I: descriptive linguistic analysis and its role in language teaching, taking into account L1-L2 contrastive principles.

Block II: application to language teaching through the analysis and teaching of core structures of Spanish as a second language (L2), adapted to the various CEFR descriptors and diverse learning contexts.

Teaching activities

AF1 Lecture sessions 20 h

A2 Independent study 120 hours

TA3 Tutorials 4 hours

AF4 Forums and chats 3 hours

AF5. Case studies 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: 50 per cent of the final mark.

• Completion of practical work and set exercises: 30 per cent of the final mark.

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

• Self-assessment tests: 10 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 coursework.

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 extraordinary examination session, 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 module’s final extraordinary examination.

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. Answering 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

A Didactic 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

1. Analyses the theoretical and methodological foundations for the teaching of language skills

2. Examine the importance of different learning strategies in the development of language skills

3. Design teaching proposals that correctly integrate each of the language skills

Learning outcomes

KNOWLEDGE

RK1. Understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

RK3. Distinguish between the sociocultural and pragmatic-discursive aspects so that students can establish links with the morphosyntactic and lexical-semantic levels of the language, with a view to applying them in the teaching-learning process.

SKILLS AND COMPETENCES

RS3. Design activities aimed at developing the various communicative skills in the learning of Spanish as a foreign language.

RS5. Apply specific teaching methodologies for the instruction of oral and written skills in Spanish as a foreign language (ELE).

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 Comprehension 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

Communication inherently involves various mechanisms of oral and written comprehension and production. Therefore, all skills will be addressed across the different reference frameworks, so that activities or teaching materials can be designed within the various teaching programmes to develop all language skills.

Training activities

AF1 Theoretical sessions 20 hours

AF2 Self-study: 123 hours

AF3 Tutorials 4 hours

AF4 Forums and chats: 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: 50 per cent of the final mark.

• Completion of practical work and assigned exercises: 30 per cent of the final mark.

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

• Self-assessment tests: 10 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 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 extraordinary examination session, 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 module’s final extraordinary examination.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

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’. Notebooks on the Teaching of Spanish/Second Language.

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.

Designing Tasks for Communicative Language Teaching

Cambridge University Press. 2002.

ISBN: 9788483230466

Objectives

1. To familiarise oneself with and evaluate the main digital resources used in teaching Spanish as a foreign language (ELE).

2. Select appropriate digital resources based on the learners’ level.

3. Adapt activities using a variety of digital resources in order to improve learners’ communicative proficiency.

4. Manage virtual learning environments (LMS, collaborative tools, virtual classrooms, etc.).

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 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 ELE classes.

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

CG6. To 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

KNOWLEDGE

RK4. Be familiar with the resources, tools and technological environments applicable to the teaching of Spanish as a foreign language, taking into account pedagogical and contextual criteria.

SKILLS AND ABILITIES

RS1. Develop courses and teaching programmes focused on the management, coordination and planning of teaching within the context of teaching Spanish as a foreign language (ELE).

RS2. Use technological tools and resources in activities for teaching Spanish as a foreign language.

RS3. Design activities aimed at developing the various communicative skills involved in learning Spanish as a foreign language.

Description of the content

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

• Online resources: classification and educational uses

• Addressing diversity and online resources

• ICT tools: educational applications

• ICT tools: OER (open educational resources)

• Educational and non-educational social networks. Social learning

• Networks and virtual environments for curating educational content

The way in which various Information and Communication Technologies (ICT) have developed over the years has made them indispensable in the world of education. Therefore, this module will focus on the effective use and application of various educational platforms, networks and virtual environments with the aim of creating ‘digital teachers’.

Training activities

AF1 Theoretical sessions 20 hours

AF2 Independent study 123 hours

AF3 Tutorials 4 hours

AF4 Forums and chats 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning, case study analysis, etc., will account for: 50 per cent of the final mark.

• Completion of practical work and set exercises: 30 per cent of the final mark.

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

• Self-assessment tests: 10 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 other activities.

SUPPLEMENTARY EXAM 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 do not pass the module in the standard examination period. 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 extraordinary examination session, 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 module’s extraordinary final examination.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core reading:

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: Researching 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

Design and justify any type of teaching programme in accordance with the principles of the PCIC and the CEFR

2. Reflect critically on the coherence between the curriculum, instructional sequencing and assessment in the ELE classroom.

3. Design formative and summative assessment tools in line with the learning objectives and communicative skills.

4. Link the various teaching and curricular approaches to the most up-to-date methodological approaches.

Competencies

RC1. Identify and analyse different professional contexts in the teaching of Spanish as a Foreign Language (health, business, law, migration, etc.) in order to adapt teaching practice to international and/or multicultural environments.

RODS. Develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Learning outcomes

KNOWLEDGE

RK1. 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.

RK4. To be familiar with the resources, tools and technological environments applicable to the teaching of Spanish as a foreign language, taking into account pedagogical and contextual criteria.

SKILLS AND COMPETENCES

RS1. To develop courses and teaching programmes focused on the management, coordination and planning of teaching within the context of teaching Spanish as a foreign language.

RS2. Use technological tools and resources in teaching activities for Spanish as a foreign language.

RS3. Design activities aimed at developing the various communicative skills involved in learning Spanish as a foreign language.

RS4. Integrate pragmatic and sociocultural content into the teaching of Spanish as a foreign language in order to address cultural diversity in the classroom.

RS6. Adapt grammatical content to the language levels of the CEFR and develop strategies for teaching it.

RS7. Select vocabulary appropriate to different levels for the design of a variety of activities in Spanish as a foreign language.

RS8. Apply approaches and methods for teaching Spanish as a foreign language in accordance with different levels of proficiency and educational contexts.

RS9. Design assessment tools capable of measuring the different levels of proficiency in Spanish as a foreign language.

Description of the 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 Spanish as a Foreign Language (ELE) course

- Course planning

- Planning and designing teaching activities

- Assessment

To develop the necessary skills to facilitate the design of Spanish courses through sound teaching programme planning based on critical analysis, reflection and the integration of various resources and tools, with the aim of meeting the needs of students learning Spanish.

Training activities

AF1 Theoretical sessions 10 hours

AF2 Self-study: 60 hours

AF3 Tutorials 2 hours

AF4 Forums and chats 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: 50 per cent of the final mark.

• Completion of practical work and set exercises: 30 per cent of the final mark.

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

• Self-assessment tests: 10 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 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 regular examination period. 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 extraordinary examination session, 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 module’s final extraordinary examination.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Essential:

1. BORDÓN, Teresa

Language assessment in the context of L2/L1: foundations and procedures

Arco/Libros. 2006.

ISBN: 8476356447

2. ESTAIRE, Sheila

Language learning through tasks: from 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. INSTITUTO CERVANTES

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

CERVANTES INSTITUTE. 1994.

ISBN: 9788497426268

Objectives

1. Analyses different textbooks and is able to apply critical thinking when evaluating them.

2. Designs a range of activities and materials in accordance with linguistic, pragmatic and sociocultural criteria, and is able to incorporate them into the language classroom.

3. Draws on the main guidelines for teaching Spanish to establish criteria for analysing different materials and textbooks.

4. Understands the links between various cultural contents and is able to integrate them into materials and/or activities for language teaching.

Competencies

RC4. Design materials tailored to the level and profile of the learners by analysing teaching resources.

RC5. Develop and incorporate teaching materials and resources by using new technologies and virtual learning networks efficiently and safely.

RC8. Examine and utilise teaching aids based on Spanish literature, music and film for the teaching of Spanish as a foreign language (ELE).

Learning outcomes

KNOWLEDGE

RK1. Understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

RK2. Identify the various approaches, linguistic theories and assessment methods for application in the teaching of Spanish as a foreign language.

RK3. Distinguish between sociocultural and pragmatic-discursive aspects so that students can establish links with the morphosyntactic and lexical-semantic levels of the language, with a view to applying them in the teaching-learning process.

SKILLS AND COMPETENCES

RS1. Develop courses and teaching programmes geared towards the management, coordination and planning of teaching in the context of teaching Spanish as a foreign language (ELE).

RS2. To use technological tools and resources in teaching activities for Spanish as a foreign language.

RS4. Integrate pragmatic and sociocultural content into the teaching of Spanish as a foreign language in order to address cultural diversity in the classroom.

RS5 Apply specific teaching methodologies for the teaching of oral and written skills in Spanish as a foreign language.

RS6. Adapt grammatical content to the language levels of the CEFR and develop strategies for teaching it.

RS7. Select vocabulary appropriate to different levels for the design of a variety of activities in Spanish as a foreign language.

RS8. Apply approaches and methods for teaching Spanish as a foreign language (ELE) in accordance with different levels of proficiency and educational contexts.

Description of the course content

Students will learn the various specific theoretical and practical foundations of the analysis and design of cultural materials, in accordance with methodological, linguistic, cultural and pedagogical criteria. In this regard, they will analyse textbooks and materials using technical data sheets based on various methodologies and approaches (communicative, action-oriented, etc.) with the aim of developing analytical tools that enable them to compare, structure and evaluate their content. In addition, they will be able to design cultural activities of various kinds (film, music, literature, etc.) for use in the classroom.

Training activities

AF1 Theoretical sessions 20 hours

AF2 Self-study: 120 hours

AF3 Tutorials 4 hours

AF4 Forums and chats: 3 hours

AF5 Case studies 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: 50 per cent of the final mark.

• Completion of practical work and set exercises: 30 per cent of the final mark.

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

• Self-assessment tests: 10 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 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 regular assessment period. It will include, at least, a practical component designed to assess the skills acquired by students throughout the module.

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

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

Learning outcomes

KNOWLEDGE

RK1 Understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE

RK4 To be familiar with the resources, tools and technological environments applicable to the teaching of Spanish as a foreign language, taking into account pedagogical and contextual criteria.

SKILLS AND ABILITIES

RS6 Adapt grammatical content to the language levels of the CEFR and develop strategies for teaching it

Description of the content

 Theoretical concepts in Spanish linguistics

 Linguistic competence and communicative competence

 Spanish and its varieties

 The linguistic standard

Training activities

AF1 Theoretical sessions 10 hours

AF2 Self-study 60 hours

AF3 Tutorials 2 hours

AF4 Forums and Chats 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: 50 per cent of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 50 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 coursework.

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 extraordinary examination session, students must achieve a mark of 5.0 out of 10.0 or higher in the final module mark. 100 per cent of the final mark will be based on the mark obtained in the module’s final extraordinary examination.

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

Prerequisites

Spanish language level: C1

Competencies

RC1 Identify and analyse different professional contexts in ELE teaching (health, business, legal, migration, etc.) in order to adapt teaching practice to international and/or multicultural environments.

Learning outcomes

KNOWLEDGE

RK1 Understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate training in teaching Spanish as a foreign language.

RK2 Identify the various approaches, linguistic theories and assessment methods for application in the teaching of Spanish as a foreign language.

SKILLS AND COMPETENCES

RS2 Use technological tools and resources in teaching activities for Spanish as a foreign language.

RS5 Apply specific teaching methodologies for the teaching of oral and written skills in Spanish as a foreign language.

RS8 Apply approaches and teaching methods for Spanish as a foreign language in accordance with different levels of proficiency and educational contexts

Description of the content

 Key reference points in the teaching of Spanish as a foreign language: CEFR and PCIC

 Introduction to foreign language teaching methodology.

 Communicative skills

 Resources for ELE teachers and career guidance

Training activities

AF1 Theoretical sessions 10 hours

AF2 Independent study 60 hours

AF3 Tutorials 2 hours

AF4 Forums and chats 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: 50% of the final mark.

• Active participation in forums, contributing your views, knowledge and experiences: 50 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 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 extraordinary examination period, you 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 you achieve in the module’s final extraordinary examination.

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/foreign 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

1. To understand the evolution of digital education from traditional models to the most up-to-date ones.

2. Analyse the impact of digital development on educational practice.

3. Manage virtual learning environments.

4. Evaluate different platforms and establish criteria for selecting them in the teaching and learning process.

5. Design and develop both activities and basic e-learning projects within a Spanish as a Foreign Language (ELE) context.

Competencies

RC2. Design digital projects applied to the teaching of Spanish as a foreign language (ELE) aimed at promoting educational innovation.

RC3. Produce and exchange information, communicate and participate in virtual collaboration and learning networks related to the teaching of Spanish as a foreign language.

RC5. Develop and incorporate teaching materials and resources through the efficient and secure use of new technologies and virtual learning networks.

Learning outcomes

KNOWLEDGE

RK1. 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.

RK4. To be familiar with the resources, tools and technological environments applicable to the teaching of Spanish as a foreign language, taking into account pedagogical and contextual criteria.

SKILLS AND ABILITIES

RS2. To use technological tools and resources in teaching activities for Spanish as a foreign language.

RS3. Design activities aimed at developing the various communicative skills involved in learning Spanish as a foreign language.

Description of the course content

•

• 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 and criteria for selection

• How to create an e-learning project

Participants will learn about the various learning management systems and learning environments. To this end, the course will explore the principles guiding the design and implementation of e-learning projects through critical reflection and practical experimentation, with the aim of integrating technology into teaching practice.

Training activities

AF1 Theoretical sessions 10 hours

AF2 Independent study 60 hours

AF3 Tutorials 2 hours

AF4 Forums and Chats 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: 50 per cent of the final mark.

• Completion of practical work and set exercises: 30 per cent of the final mark.

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

• Self-assessment tests: 10 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.

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 standard examination period. 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 extraordinary examination session, you 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 you achieve in the module’s final extraordinary examination.

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 (LE/L2)

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

1. Design digital resources aligned with the CEFR

2. Apply authoring tools as design resources

3. Use self-created digital materials that cater to a variety of learning styles

4. Reflect on ethical issues relating to copyright and the use and creation of digital material.

Competencies

RC2. Design digital projects for the teaching of Spanish as a foreign language (ELE) aimed at promoting educational innovation.

RC3. Produce and exchange information, communicate and participate in virtual collaboration and learning networks related to the teaching of Spanish as a foreign language.

RC5. Develop and incorporate teaching materials and resources by using new technologies and virtual learning networks efficiently and securely.

Learning outcomes

KNOWLEDGE

RK1. 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.

RK4. To be familiar with the resources, tools and technological environments applicable to the teaching of Spanish as a foreign language, taking into account pedagogical and contextual criteria.

SKILLS AND ABILITIES

RS2. To use technological tools and resources in teaching activities for Spanish as a foreign language.

RS3. Design activities aimed at developing the various communicative skills involved in learning Spanish as a foreign language.

RS4. Integrate pragmatic and sociocultural content into the teaching of Spanish as a foreign language in order to address cultural diversity in the classroom.

RS6. Adapt grammatical content to the language levels of the CEFR and develop strategies for teaching it.

RS7. Select vocabulary appropriate to different levels for the design of a variety of activities in Spanish as a foreign language.

RS8. Apply approaches and methods for teaching Spanish as a foreign language in accordance with different levels of proficiency and educational contexts.

RS9. Design assessment tools capable of measuring the different levels of proficiency in Spanish as a foreign language.

Description of the content

• • 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 teaching Spanish as a foreign language (ELE): tutorial videos, podcasts, advertising, etc.

To introduce students to the theoretical and practical principles of digital design applied to the teaching of Spanish as a foreign language (ELE). To this end, students will analyse digital materials, research current formats such as educational videos and multimedia resources, and develop their own materials.

Training activities

AF1 Theoretical sessions 20 hours

AF2 Independent study 120 hours

AF3 Tutorials 4 hours

AF4 Forums and Chats 3h

AF5 Case studies 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: 50% of the final mark.

• Completion of practical work and set exercises: 30 per cent of the final mark.

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

• Self-assessment tests: 10 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, the 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 extraordinary examination session, 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 module’s final extraordinary examination.

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

UDL 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 or second language

Routledge. 2018.

ISBN: 9781138954632

13. Rudolf Arnheim

Visual Thinking

Paidós. 1986.

ISBN: 9788475093772

Objectives

1. Understand the differences between general language and specialised language, and the linguistic and discursive features of specialised languages.

2. Identify the training needs of learners in different fields.

3. Understand and apply specific methodologies for teaching Spanish as a Foreign Language (ESFL).

Competences

RC1. Identify and analyse different professional contexts in the teaching of Spanish as a Foreign Language (health, business, law, migration, etc.) in order to adapt teaching practice to international and/or multicultural environments.

RC4. Design materials tailored to the level and profile of learners through the analysis of teaching resources. RC6. Make appropriate use of the terminology specific to different academic and professional contexts to meet the specific needs of ELE learners.

Learning outcomes

KNOWLEDGE

RK1. Understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

RK3. Distinguish between sociocultural and pragmatic-discursive aspects so that students can establish links with the morphosyntactic and lexical-semantic levels of the language, with a view to applying them in the teaching-learning process.

SKILLS AND COMPETENCES

RS1. Develop courses and teaching programmes geared towards the management, coordination and planning of teaching within the context of teaching Spanish as a foreign language (ELE).

RS2. Use technological tools and resources in activities for teaching Spanish as a foreign language.

RS3. Design activities aimed at developing the various communicative skills involved in learning Spanish as a foreign language.

RS4. Integrate pragmatic and sociocultural content into the teaching of Spanish as a foreign language in order to address cultural diversity in the classroom.

RS6. Adapt grammatical content to the linguistic levels of the CEFR and develop strategies for teaching it.

RS7. Select vocabulary appropriate to different levels for the design of a variety of activity proposals in Spanish as a foreign language.

Description of the 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

This course addresses the teaching of Spanish for specific purposes through study, analysis and teaching practice in various academic and professional contexts. Students will understand the difference between general language and specialised language and will examine the linguistic and discursive characteristics of different fields. Furthermore, they will learn to plan courses and design specific materials tailored to the particular needs of their students.

Training activities

AF1 Theoretical sessions 10 hours

AF2 Independent study 58 hours

AF3 Tutorials 2 hours

AF4 Forums and Chats 2 hours

AF5 Case studies 3 hours

Assessment system and criteria

ASSESSMENT CRITERIA

• Exams testing knowledge of the subject matter, problem-solving, reasoning and analysis of practical case studies, etc., will account for: 50% of the final mark.

• Completion of practical work and set exercises: 30 per cent of the final mark.

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

• Self-assessment tests: 10 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 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.

To pass the module in the extraordinary examination session, you 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 you achieve in the module’s final extraordinary examination.

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 Specialised Language

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 equip students to:

Develop specific professional skills in teaching Spanish as a foreign language.

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, civic education and respect for human rights.

Assess the most appropriate methodological approaches for different contexts of Spanish as a foreign language (ELE) teaching and learning, 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.

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 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 forming judgements based on information that, 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 underlying knowledge and reasoning behind them – to specialist and non-specialist audiences in a clear and unambiguous manner.

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. 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. 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 the instruction of 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 through the efficient and secure use of new technologies and virtual learning networks.

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 various language activities and the practising of 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

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

Designs and develops learning environments in the ELE classroom, paying particular attention to equity, education in the values inherent in 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 placement. 70%

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

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, as required by the academic, social and cultural contexts in which they practise their teaching profession. In addition, to present their work publicly, demonstrating a good command of oral and written expression.

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 tackle the complexity of formulating 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 rationale – 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.

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

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.

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, which incorporates 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 a successful presentation.

Learning activities

AF2 Virtual face-to-face sessions 2 hours

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 report by an examination board. 60%

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

Objectives

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

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

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

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

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

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

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

Competencies

RC1. Identify and analyse different professional contexts in the teaching of Spanish as a foreign language (health, business, law, migration, etc.) in order to adapt teaching practice to international and/or multicultural environments.

RC4. Design materials tailored to the students’ level and profile by analysing teaching resources.

RC5. Develop and incorporate teaching materials and resources by using new technologies and virtual learning networks efficiently and securely.

RODS To develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Learning outcomes

KNOWLEDGE

RK1. Understand the theoretical and practical aspects of teaching and learning Spanish as a foreign language in order to achieve adequate teacher training in ELE.

RK3. Distinguish between the sociocultural and pragmatic-discursive aspects so that students can establish links with the morphosyntactic and lexical-semantic levels of the language, with a view to applying these in the teaching and learning process.

SKILLS AND COMPETENCES

RS2. Use technological tools and resources in teaching activities for Spanish as a foreign language.

RS4. Integrate pragmatic and sociocultural content into the teaching of Spanish as a foreign language in order to address cultural diversity in the classroom.

RS7. Select vocabulary appropriate to different levels when designing a range of activities for teaching Spanish as a foreign language.

RS8. Apply approaches and methods for teaching Spanish as a foreign language in accordance with different levels of proficiency and educational contexts.

Training activities

AF1. Theoretical sessions 20 h.

AF2. Self-study: 123 hours.

AF3. Tutorials: 4 hours.

AF4. Forums and chats: 4 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: 50 per cent of the final mark.

• Completion of practical work and set exercises: 30 per cent of the final mark.

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

• Self-assessment tests: 10 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 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 regular assessment period. 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 extraordinary examination session, 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 module’s final extraordinary examination.