Metodología

• Es un programa de actualización profesional que será llevado a cabo de manera 100% virtual.
• Los estudios del Programa especializado en Teaching English as a Foreign Language Methodology se enfocan en los aspectos esenciales de la enseñanza de inglés como lengua extranjera con clases expositivas, discusión, trabajo en equipo, etc. Se complementará además con actividades a desarrollar en la modalidad no presencial junto con el estudio personal.

Certificación

• Para la obtención de la certificación del Programa especializado en Teaching English as a Foreign Language Methodology como Idioma Extranjero, el alumno deberá cumplir satisfactoriamente con los trabajos asignados en cada curso en los tiempos establecidos. Además de tener una asistencia del 80%.

Plan de Estudios

Module I

• Language Learning – A review of Methods & approaches in ELT

When thinking about teaching as a second language, one of the first words that comes to mind is GRAMMAR. That is one of the reasons why the traditional view of language teaching is on grammar and vocabulary. It is said that until the 1960s, a lot of courses were based on mainly grammatical syllabuses, but in the late 1970s and 1980s the focus changed to a functional syllabus (e.g. the language used for greeting or requesting or apologizing) – (Jim Scrivener, 2009)
What about in the 1990’s and nowadays? The shift has moved to skills and the promotion of communication. But, what are the implications of such changes in the teaching of English as a second /foreign language? In order to answer this question, teachers should be informed about the different approaches and methods used when teaching a second language. Knowing about the history of language teaching will give teachers the proper tools to evaluate their teaching-learning process.

• Teaching Grammar & Functions

The teaching of grammar is often, whether liked or not, at the heart of every lesson. Teachers usually want to have their grammatical explanations well-developed and backed up in order to meet the different expectations of their learners. But grammar goes beyond the teaching of syntax and morphology and even meaning. A teacher has to be prepared to spicy it up with the use and usefulness of the different grammar points to be taught or introduced to their learners.
The process to put grammar in use moves us towards the teaching of functions, which is getting language items into a real context.
This course aims to give teachers a broad view of what the teaching of grammar implies and to get them aware of the importance for their learners to understand how language works within a certain context or purpose.

• Teaching Online – What To Know

Is teaching online similar to teaching a face-to-face class? How different is teaching online to a regular class? Why is it that experienced teachers – and often not-so-experienced ones too – fear this new way of teaching? What about all teachers have learned and practiced in many classes regarding teaching methods and approaches?

The first questions that come to our minds when asked to teach online are: where to start? What to do? What sort of activities should there be included? How to make those activities interactive and meaningful to learners? How to make the course appealing, motivating for my students and for teachers too?

The objective of this course is to give you some practical insights regarding Teaching Online so as to ease your path from face-to-face classes to online ones and to help you become an effective online teacher.

• Classroom Management
  

Classroom management is an essential part in the teaching-learning process. It involves the efficiency of a teacher and the learning activities. It is even said that successful teaching often depends on the ability of the teacher to manage the classroom. Classroom management involves the way a teacher plans his/her activities, how she / he manages her /his learners’ behavior, his /her classroom environment and the classroom strategies used to develop a lesson.
This course will allow teachers to go through the main aspects of classroom management and to have the opportunity to reflect on their own practice regarding this topic.

Module II:

• Developing Reading & Writing Skills

Language skills – in language teaching- refer to the mode or manner in which the language is used. Listening, speaking, reading and writing are generally called the four main language skills. In this case we are going to focus on reading and writing.
Teachers need to have a solid knowledge of what teaching reading and writing implies if they want their learners to grow as readers and writers in an EFL teaching context.
This part of the program will offer teachers the basis to develop their reading and writing lessons in an enjoyable way using a practical and productive teaching–learning process.

• Developing Speaking & Listening Skills

Language skills – in language teaching- refer to the mode or manner in which the language is used. Listening, speaking, reading and writing are generally called the four main language skills. In this case we are going to focus on speaking and listening.
Speaking and listening are central to human communication, hence the importance of the domain of knowing and putting into practice the different skills, techniques and principles related to both skills. This is then the main objective of this subject: make you aware of the key facts dealt with when developing speaking and listening skills in our classes.

• Lesson Planning

Lesson planning is often a complex and a demanding area for teachers in the learning- teaching process. A lesson plan mirrors a teacher’s expertise that is why some researchers view lesson planning as one of the key aspects of being an effective teacher.
In this part of the program, teachers will have the opportunity to see what a lesson involves, and to have the necessary tools and knowledge to have a well-prepared lesson as well as being able to evaluate his/her lesson effectiveness.

• Introduction to Language Assessment

Language assessment is more than just a test or an oral exam. Assessment is not the same as testing, their use may overlap at time and they may have some similar characteristics, but when talking about assessment involves a broader view since it should be an integral part of the teaching-learning process.
The focus of this topic is to provide with and / or refresh some key points related to language assessment to improve the teachers’ procedures to better their quality of classroom assessment and therefore helping teachers establish clear learning targets.