Graduate Expert Diploma: For Teachers of Spanish

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1 Graduate Expert Diploma: For Teachers of Spanish Intensive Spanish and Methodology for Language Teachers PROGRAM DESCRIPTION The goal of this program is to offer an Intensive Spanish Language and Culture course designed especially for teachers of Spanish as a foreign language, teachers of bilingual schools or Spanish immersion programs. The course seeks to bring the participants to a B2 Spanish proficiency level and introduce them the world of teaching Spanish, providing them both with theoretical knowledge and practical tools to develop a creative and effective way of teaching in alignment with the new trends in Language and Culture teaching. Additionally, content-based Spanish sessions are offered on Society and Culture which covers Spain s current cultural, social, political and economic topics. The purpose of the program is that all the covered contents and materials can be applied in Spanish courses taught by the participants in their home schools. 1

2 ACADEMIC COMPONENTS INTENSIVE SPANISH LANGUAGE COURSE (360 class hours) Language classes, in small groups, are dynamic and participatory, taught by native, trained and highly qualified teachers The language component is divided into two parts: a function-based component, dealing with grammatical and functions of the language and a content-based component, using specific themes to practice the language while gaining vocabulary and understanding of Spanish topics. The participating teachers do not just learn Spanish in an effective and enjoyable way, but also function in the language by discussing professionally grammar concepts specific vocabulary and cultural content and materials, which they will apply in the courses they teach at home. The Cultural Component includes sessions on politics, economy, art, sociology and Social Change, offering a comprehensive overview of the Spanish society and culture. Participants will attend lectures and do field practice work. The Content-based sessions will include the following modules and topics: Module 1. Modern Spanish Politics Spanish Transition to Democracy, 1975 to Present: political and economic challenges State-Building in Spain Today: Nationalism, Federalism, Separatism, Terrorism. New Social Actors for a New Politics: Monarchy, Political Parties, Trade Union, Church, Civil Society 2

3 Spanish Transition, Sectors Affected by Social change: Politics and Economy, Family, Religion and Ethics, Education and Culture Module 2. Spanish Economics Overview of Spanish Economic Sectors Spanish Economy in the context of the EU World crisis effects on Spanish economy: real state bubble, banking system, unemployment Government policies toward economic recuperation: structural reforms, incentives, budget cuts and social service Module 3. Debates in Social Policy Sectors affected by Social Changes: Family, Religion and Ethics, Education and Culture. Gender roles and issues: Civil Partnership, Adoption, Abortion and Domestic Violence. The new role of Civil Society and Social Movements in the evolution of the country. Module 4.Arts and Literature in Contemporary Spain Al-Andalus Arts and Culture Modern Spain Avant-garde movements Sustainability and Environmental impact of Modern Architecture Reflexion of Social Changes through the Spanish Cinema Modern Spanish Literature and its role in Social Change EXPECTED OUTCOMES To develop language abilities: Speaking, understanding, reading and writing as well as vocabulary and fluency, to pass a B2 Proficiency Certificate Country-specific knowledge about the Spanish political context, as well as the social changes confronting Spain. Greater understanding of how local and country-specific responses to these challenges echo and / or shed light on today s larger global issues. 3

4 Greater knowledge of local institutions, individuals, communities, geographical locations and viewpoints on Spanish society, thus contributing to cross-cultural understanding and responsibility. SPANISH AND METHODOLOGY COURSE (100 class hours) Purpose Familiarize participants with the Experiential Learning Approach applied to the Foreign Language Class, using Spanish as working language in the classroom. Goals To introduce participants in the Experiential Learning Approach applied to the Foreign Language Class To work with the Experiential Learning Approach in language class design To familiarize participants with the use of Spanish as working language in the classroom To develop a personal portfolio of class design and materials Content 4

5 Identify the basic components of the Experiential Learning Cycle applied to the Foreign Language class. Use these components in the development of thematic units. Use the Spanish, as working language. Elaborate appropriate didactic material and use it in an interactive class. Include thematic units in a progressive scheme of course planning Identify basic functions to make a Foreign Language a working language METHODOLOGY The course is divided sessions of three parts: In the first one, language content will be taught, adapted to the level of the group. In the second part the linguistic units will serve as a model to illustrate the approach of "Learning by experience" in the foreign language classroom. The third part will be devoted to the design of content and materials for the Spanish class. The seminar will be taught using Spanish as a working language. COMMUNITY SERVICE PROJECT hours) (3 month practicum, and 40 class The Community Service Project (CSP) will enable students to get first-hand experience through volunteer service in a school.they will be placed in a school Volunteer Service that is best suited to their skills, interests and language competency. The volunteer service is part of the project. It demands equal amounts of effort and organization on students part to successfully complete such a project, and it is an entirely different challenge than traditional classroom learning and test taking. Moreover, the Community Service Project is the one project that can really increase their language, cultural and teaching skills. The Community Service Project will allow participants to observe and participate in the activities of the school. Together with Program Coordinator and school supervisor, they will set up a specific schedule and regular tasks. This choice of activities will be based on the school s needs and/or student specific skills and learning objectives. Prior to this, details, challenges and expectations of experiential learning will be discussed in class. Debriefings, reflective writing and individual advising meetings will take place on a bi-weekly basis. A final report of their findings and experience will be presented in 8-12 page paper at the end of the semesters, as well as a 20 minute oral presentation. 5

6 EXPECTED OUTCOMES Sound knowledge of a specific school and its role and position in Spanish society Greater understanding of Spanish education and methodology practices Greater awareness of cross cultural challenges, cultural adaptation and integration skills Increased language proficiency in Spanish developed by ongoing interaction with a community through service and exploration Overcoming personal challenges by developing awareness of a community s needs and becoming involved in meeting them PROGRAM ORIENTATION Cross-cultural, health and safety, conditions of participation, program logistics and requirements, tools for immersion in another culture, academic and personal expectations, evaluation methods and criteria, are conducted by the Program Coordinator during the first weeks of the program. EVALUATION The program covers language course evaluation, through oral and written tests, as well as sample DELE test and comprehensive assessment of the thematic contentbased sessions; development of a personal class design portfolio for the 6

7 methodology class; reflective writing journal, oral and written presentation of the Practicum, and synthesis of the program. 7

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