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F O R M A C I Ó N A D I S T A N C I A Y C O N C A M P U S V I R T U A L

MÁSTER

TEACHING ENGLISH AS A

FOREIGN LANGUAGE - TEFLCURSO DE EXPERTO

- Postgraduate Diploma in Teaching English

as a Foreign Language

CURSOS DE ESPECIALISTA

- Certificate in Fundamental Issues

in Language Teaching and Learning

- Certificate in Applying the Principlesof Language Teaching and Learning

- Certificate in Language and Culture Máster:

Universidad EuropeaMiguel de Cervantes

Universidadde Piura

Universidad InternacionalIberoamericana

Universidadde Jaén

UniversidadCientífica del Sur



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Sedes FUNIBER

ESPAÑA (OFICINA CENTRAL):Paseo García Faria nº 29

08005 Barcelona

Teléfono: (34) 902 11 47 99

Fax: (34) 902 19 76 58

E-mail: [email protected]

ITALIA:UNIVERSITÀ POLITECNICA DELLE MARCHEDipartimento di Biochimica, Biologia e Genetica - Facoltà di

Medicina

Via Brecce Bianche - Monte D'Ago. 60131 Ancona

Teléfono: (39) 071 2204160

Fax: (39) 071 2204123


PORTUGAL:INSTITUTO PIAGET

Av. João Paulo II, Lote 544, 2º

1950-157 Lisboa - PortugalTeléfono: (351) 218 316 506

Fax: (351) 218 316 590


ANGOLA:UNIVERSIDADE JEAN PIAGET DE ANGOLACampus Universitário de Viana

Bairro Capalanka - Viana, 10365 Brito Godins, AngolaTel: 00 244 92301148

Fax: 00 244 2290872


CABO VERDE:UNIVERSIDADE JEAN PIAGET DE CABO VERDECampus Universitário Cidade da Praia

Caixa Postal 775 Palmarejo Grande - Cidade da Praia

Tel: 00 238 2609000

Fax: 00 238 2609020


MOZAMBIQUE:UNIVERSIDADE JEAN PIAGET DE MOÇAMBIQUECampus Universitário da Beira

Inhamízua - Moçambique

Tel. 00 258 23346200

Fax. 00 258 23346201




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ARGENTINA: Avda. Rivadavia 2206, 2º A

(C1034ACO) - Buenos Aires

Teléfono: (+54 11) 4000 1150

Fax: (+54 11) 4953 1044


BOLIVIA:Calle Bumberque Nro. 361

Santa Cruz, Bolivia

Teléfono: (591-3) 339 8527

Fax: (591-3) 339 8528

E-Mail: [email protected]

BRASIL:Rua Vento Sul, nº. 126 - Campeche - Florianópolis -

SC - Brasil - CEP 88063-070

Telefone: (+55) 48 3239 0000

Fax: (+55) 48 3239 0002


CHILE: Arzobispo Larraín Gandarillas, 70. Ex. 260

Comuna Providencia. Santiago de Chile

Teléfono: (56-02) - 928 97 00

Fax: (56-02) 341 75 19


COLOMBIA:

Calle 40 No 26 A - 08Barrio La Soledad - Bogotá D.C.

Teléfono: (57-1) 285 35 33

Fax: (57-1) 368 32 62


COSTA RICA:

Curridabat del Indoor Club 25 oeste, 75 norte Casa 4 A,Urbanización la Alameda

Teléfono: (50-6) 2 280 45 22

Fax: (50-6) 2 234 56 22


ECUADOR:Ciudadela Kennedy Norte.

Calle Jerónimo Avilés y Miguel H. Alcívar.

Manzana 405. Solar 13. 1er piso. Guayaquil

Telefax: (593) 4-2682721 / (593) 4-2682723

(593) 4-2683421

E-mail:[email protected]

EL SALVADOR:Colonia San Benito, Av. Las Palmas No. 183,

Interior del edif. 2do. Nivel. Zona Rosa, San Salvador,

El Salvador C.A.

Teléfono: (503) 2246-0173

Teléfono: (503) 2246-0176


GUATEMALA:8a. Avenida 28-20 zona 11

Colonia Granai & Towson ICiudad de Guatemala

PBX (502) 2204.3222

Fax: (502) 2477.0010


HONDURAS: Ave. Luis Bogran, Colonia Tepeyac, Frente al parque Dr. Cesar

Castellanos Apart-Hotel Suites La Aurora, Tegucigalpa, Honduras

Teléfono: (504) 2239-4938

Teléfono: (504) 2239-6951


MÉXICO (OFICINA MÉXICO D.F.):Wisconsin, 38 Colonia Ampliación Nápoles

Delegación Benito Juárez

C.P. 03810 México D.F.

Teléfono: (52-55) 5340 8370

Lada sin costo: 01 800 1120 243

Fax: (52-55) 523 94 42


MÉXICO (OFICINA GUADALAJARA): Av. Niños Héroes # 2285 interior 108

Col. Moderna C.P. 44190 Guadalajara - Jalisco.

Teléfono: 01 (33) 3630 1642

Lada sin costo: 01 800 1120 243


MÉXICO (OFICINA CHIAPAS):

Av. Central No. 1384 2° PisoCol. Moctezuma C.P 29000

Tuxtla Gutiérrez, Chiapas.

Teléfono: 01 (96) 1613 9910

Lada sin costo: 01 (800) 8374 006

Fax. (961) 61 31354


NICARAGUA:

De los semáforos de la Vicky 2 1/2 c al Oeste.Plaza Santrini, Módulo 5

Planes de Altamira, Managua, Nicaragua

Teléfonos: (505) 2270-5252

Teléfonos: (505) 2277-3729

Teléfonos: (505) 2277-2823

Teléfonos: (505) 2277-2744




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PANAMÁ (OFICINA PANAMÁ):Consejo de Rectores de Panamá

Edificio 868, 2° Piso. Albrook

Ciudad de Panamá.

Teléfono: (507) 315 06 96

Fax: (507) 315 09 63


PANAMÁ (OFICINA CHIRIQUÍ):Urbanización La Zonde, Edificio de la Biblioteca

Oficina No. 4 Universidad Tecnológica de Panamá,

Centro Regional Chiriquí

Celular: (507) 6706-0580 - (507) 67473800


PARAGUAY: Avda. Santa Teresa N° 2629 c/ Denis Roa

Barrio Ycuá Satí

Asunción, Paraguay C.P 1824

Telefax: (+595) (21) 604 011

Móvil: (0981) 968 928 y (0976) 957 022


PERÚ:Calle Chimu Capac 163.

Urbanización Los Rosales

Surco - Apartado 33 055, Lima 33

Teléfono: (51-1) 448 02 00

Fax: (51-1) 273 38 08


PUERTO RICO: Carr. 658 Km 1.3 Bo. Arenalejos Sector Palaches Arecibo,

PR 00613

Postal: P.O.Box 1304

Teléfono: (1-787) 878-2121

Fax: (1-787) 878-2124


REPÚBLICA DOMINICANA: Av. Roberto Pastoriza No.16 - Edificio Diandy XIII Local 4S-O

Ensanche Naco, Santo Domingo

Teléfono: (809) 540 4720

Fax: (809) 616 0501


URUGUAY: Cnel. Brandzen 1956, oficina 901 - Edificio Cosmos

11200 Montevideo (Uruguay)

Tel: (00598) 2409-4962 int. 103

Fax: (00598) 2409-4962


USA:Bryant Park.1440 Broadway 23rd floor.

NY, NY 10018

Teléfonos: (1) 646 383 7291 / (1) 866 877 9857 / (1) 646 383 4716


VENEZUELA: Av. Francisco de Miranda, Centro Lido

Torre D, Piso 4, Local 41 HQ

Caracas - Chacao, 1060

Venezuela

PBX: (58) 212 9529409




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••• Teaching English as Foreign Language

1. Introduction ........................................................................................................... 1

2. The TEFL Programme .......................................................................................... 2

2.1. Who is the programme for? ......................................................................... 2

2.2. Why an interuniversity programme? ............................................................ 4

2.3. Why by distance mode? .............................................................................. 4

3. Aims of the programme ........................................................................................ 5

3.1. General aims ............................................................................................... 5

3.2. Specific aims ................................................................................................ 6

4. Course structure ................................................................................................... 7

4.1. Length of the courses .................................................................................. 7

5. Course Contents ................................................................................................... 8

5.1. Master in Teaching English as a Foreign Language .................................. 8

5.2. PostGraduate Diploma (Curso de Experto) in Teaching Englishas a Foreign Language ................................................................................ 9

5.3. Certificates (Cursos de Especialista) in Teaching Englishas a Foreign Language ................................................................................ 10

6. Subject Descriptions ............................................................................................. 11

7. Credit transfer between the Master in TEFL and the Master in FOPELE ............. 14

7.1. Description of subjects specific to the FOPELE .......................................... 15



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8. Pedagogical approach .......................................................................................... 16

8.1. Methodology ................................................................................................ 16

8.2. Study materials ............................................................................................ 16

8.3. Course specific features .............................................................................. 18

8.4. The Virtual Campus ..................................................................................... 19

8.5. Tutorials ....................................................................................................... 21

8.6. Assessment ................................................................................................. 22

8.7. Feedback on assignments ........................................................................... 22



T E A C H I N G E N G L I S H A S

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1. In tr od uc ti on

With English being the global language it is, providing quality training for professional

development becomes a must. In response to the growing demand in Europe and Latin America, as well

as in the rest of the world, for improvement in the quality and effectiveness of English language teaching

in both the public and the private sector, a number of Spanish and Latin American universities, in

collaboration with La Fundación Universitaria I beroamericana (FU NI BE R), have developed an

interuniversity programme in Teaching English as a Foreign Language (TEFL), specifically designed fordistance learning.

The programme aims to help practising teachers or those wishing to become teachers, address, in an

informed and principled way, the issues and professional needs that relate to their own working

environment. The type of training is thus developed to encourage learner autonomy without losing sight

of elements of constant but flexible interaction, tailored to the specific needs of teachers in professional

development.

As a result, the material used has been designed to be accessed on the Internet, by means of a special

interface created for this reason. A central part of this type of teacher training being the virtual interaction,

by means of e-mail, discussion groups, chats etc., which bridges the geographical gap between the

different components of the course.



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2. The TEFL Programme

Our TEFL programme consists of three different courses:

♦ MASTERin Teaching English as a Foreign Language (TEFL).

(81 credits)

♦ Postgraduate DIPLOMA(Curso de Experto) in Teaching English as a Foreign Language.

(40 credits)

♦ CERTIFICATE (A,B,C) (Cursos de Especialista) in Teaching English as a Foreign Language.

(15, 12, 12 credits)

The Interuni versity Master, Diploma and Certifi cates in TEFL by D istance Education Mode represent

an innovation both in the field of postgraduate education and in the field of distance education. The

programme’s practical focus encourages students to reflect on and interpret the relation between theory

and practice, to adapt new ideas and strategies to their own contexts, and to test and appraise new teaching

techniques in their own classrooms. In the case of the Master, this gives students a foundation for

progressing to independent study at the end of the course, leading to a final dissertation (Final Project in

TEFL), and, potentially, further studies at the PhD level at any of the universities taking part in this

programme.

2.1. Who is the programme for?

The programme leading to the Master, Diploma (Curso de Expert o) or Cert i f i cates (Cursos de

Especialista) in TEFL is intended for:

♦ Primary and secondary level English language teachers in public or private institutions.

♦ Teachers of EFL working in adult education.

♦ G raduates with relevant qualifications intending to work as English language teachers.

H olders of all degrees, irrespective of subject, can be considered for the programme as long as the

following requirements are fulfilled:

1. Academic requirements

♦ Master:BA H onours (4 years of university studies) in a f ield relating to E ducationa l Studies,

Languages or Social Sciences. Degrees in other areas will also be considered for admission

on the MA programme prior completion of the entry exam.

If the candidate has ample experience in the TEFL field and holds an Ordinary degree (3-

year degree), he/she may be admitted onto the MA course prior to individual evaluation by

the Academic Committee.



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♦ Diploma & Certificate:University degree is needed in a field relating to Educational Studies, Languages or Social

Sciences, except for Certificate A, B and C . Degrees in other areas will also be considered for

admission on the MA programme prior to completion of the entry exam..

2. Teaching experience

For all the courses in TEFL (Master, Diploma, Certificates) a minimum of one year’s teaching

experience in ELT at any type of institution or in private tuition, is recommended. For the

Certificates, if the candidate has no previous teaching experience, he/she may be asked to do an

entrance exam before being admitted onto the course.

3. Linguistic requirements

All candidates who are non-native speakers of English will have to provide evidence of having

passed one of the following exams:

♦ Cambridge:

- Cambridge FCE (First Certificate) - grade A. (G rade B or C requires the entrance exam to be taken)

- Cambridge CAE (Advanced) or CPE (Proficiency) – any pass grade

♦ TOEFL:There are 2 versions of this exam:

- Written version: a minimum of 550 points is required.- Computer based version (CB T= Computer Based Test) is out of a total 300 points – a minimum of

230 points is required.

♦ Michigan Test:ECEP (Examination for the Certification of P roficiency in English) – a pass.

The Michigan ECCE (Examination for the Certification of C ompetency in English) is not

accepted since the level is too low.

If the candidate does not have any of the above-mentioned certificates, and if he/she is not a

native English speaker, then he/she will have to sit the entrance exam. English certificates

from any other language schools will generally not be accepted, but may still be submitted

for evaluation by the teachers on the course. If no consensus is reached regarding thequalification, the candidate will have to sit the entrance exam.

♦ Anyway, having English as an L1 doesn't presuppose that a student has the linguistic level

that this Masters demands. So, as a last resort, the company's management team of this

programme can demand that the candidates pass a test that proves that they possess the level

required.



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2.2. Why an interuniversity programme?

The TEFL Programme is the result of the collaboration between The Fundación UniversitariaIberoamericana(FUNIBER) and the Spanish and Latin American Universities listed below:

- Universidad de Jaén (España)

- Universidad Europea Miguel de Cervantes (España)

- Universidad de Piura (Perú)

- Universidad Internacional Iberoamericana (Puerto Rico, EEUU )

FUNIBER has its origins in university projects for collaborative development set in the framework

of UNITWIN-UNESCO and EU Chairs and Networks.

FU NIBE R follows the conclusions of the World Conference on H igher Education in the Twenty-

first Century: Vision and Action (Unesco, Paris, 1998), in which the need for intercultural education

based on q uality and international co-operation through university networks is proclaimed.

The currently available systems of communication, which facilitate, among other things, quality

distance education, provide the universities with a means to extend their offer by bringing areas of higher

social demand at the best academic level to the students. The way to preserve these extremes is found in

the construction of University Networks.

FUNIBER has developed the TEFL programme, together with the collaborating universities, in

response to the demand for continuous education and in order to encourage the ability to act in real

contexts.

A team of teachers and specialists in English language teaching, Applied Linguistics and Foreign

Language teacher training, is responsible for the making and actualization of the course content and have

helped to develop a very comprehensive study programme, which takes into consideration the needs of

each geographical area.

2.3. Why by distance mode?

These distance education courses can be included in an educational model of a collaborative nature

that encourages interaction and provides access to the teaching experience of the participants in the

programme, both teachers and students alike, through discussion groups, debates and chats.

The programme designed for the Master, Diploma and Certificates in TEFL has many distinctive

features compared to other in-service teacher training programmes:

♦ It breaks away from the limited reductionist view that is generally had concerning on-line

distance education, where the student is merely provided with ma terial and as such only

encouraged to engage in individualistic learning.



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♦ Along the lines of the above idea, special attention is paid to the processes that are essential to

ensure the quality and effectiveness of the training (collaborative and constructivist learning).

♦ The materials and the didactic resources have been specially designed to help you monitor and

assess your own progress.

♦ Access is offered to all bibliography that can be considered compulsory readings.

♦ Efficient and flexible channels of communication are available to deal with your queries

(telephone, fax, e-mail, and Internet).

♦ Students are offered constant support and multiple ways in which to communicate with teachers

and peers, both in relation to academic matters and to those of personal interest.♦ You can apply your developing knowledge and skills to your work immediately.

♦ You can combine the programme parallel to your own commitments.

♦ You do not have to attend classes.

♦ There is no fixed time table.

♦ You have flexibility to study whenever you wish.

Distance education stands out as a powerful option in the present and future of our society. Being

able to offer quality on-line university degrees provides the universities with the dynamism and prestige

that prevents them from remaining static vis-à-vis this new, more democratic, concept of education.

3. A ims of the p rogramme

The courses included in the programme fulfil the increasing demand for improvement in the

quality and effectiveness of the teaching of English as a foreign language.

3.1. General aims

The overall objective of the programme leading to the award of the Master, D iploma (Curso de

Experto) and Cert i fi cates (Cursos de Especial ista) in TEFL is to provide a base for the development of the

academic and professional skills required to teach English in any of the various teaching-learning contexts

that exist. The aim thus being to complement professional practice with contemporary knowledge and

insights, concerning the nature of foreign language learning and teaching, and to develop the perceptions,

knowledge, resources and practical skills necessary to build on this theoretical base.

The promotion of critical reflection is one of the aspects, which define the very nature of the project,

and bridges the gap between a solid theoretical knowledge and its required practical application.



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3.2. Specific aims

To provide a comprehensive understanding of the English teacher's work and to help develop

strategies for dealing with major aspects of this work, as much as possible within the context of

your own current or anticipated work situation.

To acquaint you with current approaches to the study of language that are relevant to the field of

English language teaching and to help you develop, in the context of these approaches, a deeper

understand ing of and sensitivity to the nature of language, language use and la nguage

development.

To emphasize individual professional growth and to enable you to pursue in greater depth new aspects of English language teaching that are of particular interest, concern or relevance to you

personally.

To provide students with the necessary support to be able to carry out action research in an

autonomous manner and, as a result, promote professional development.

In this way the programme's practi cal focus encourages you to:

Reflect on and interpret the relation between theory and practice.

Adapt new ideas and strategies to your own classroom situation.

Test and appraise new teaching techniq ues in your own classrooms.

Apply your analytical skills to specific problems or issues.

Demonstrate your capacity to review and criticise current relevant literature and research within

ELT.

Assess the advantages and disadvantages of particular strategies and programmes, which are

characteristic of current practice.

Apply the knowledge and skills gained in the programme in a continuing process of improving

your own teaching and your students' learning.

A guiding principle of the programme is that the participating English teachers are viewed asprofessional practitioners who through the course are involved in a process of professional development

that is directly related to, and located in, their current work situation.



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4. Course s tructure

In order to be aw arded The Master, Di ploma (Curso de Expert o) and Cert i f i cates (Cursos de

Especiali sta) in TEFL the candidates have to obtain a certain number of credits1. The table below

summarises the credits for each course.

You have an option to choose which of the available courses most suits your individual needs. Each

of the above courses (the Master, D iploma and Certificates) functions separately. In other words, it is not

necessary to do any of the Certificates or the D iploma before doing the Master. You may decide to do one

or several C ertificates (A, B, C), the D iploma, or the Master.

The Certificate courses can allow you to obtain credit transfer for a later enrolment on the

Postgraduate Diploma or Master in TEFL.

As specified further on in this dossier, you also have the possibility to, upon completion of the

Master in TEFL, transfer credits for the common subjects to the Master in FOP ELE (teaching Spanish as

a Foreign Language).

4.1. Length of the courses

The following table summarises the length of each course:

1. These credits are for programs approved by Spanish Universities. In all other cases, they vary depending on the approving university.

MASTERDIPLOMA

(Curso de Experto)

CERTIFICATE A

(Cursos

de Especialista)

CERTIFICATE B

(Cursos

de Especialista)

CERTIFICATE C

(Cursos

de Especialista)

Course Work 51 credits 33 credits 18 credits 12 credits 12 credits

Practicum 10 credits 7 credits

Final Project 20 credits

Total Credits 81 credits 40 credits 18 credits 12 credits 12 credits

COURSE LENGTH

Master 24 months

Diploma 18 months

Certificate A 8 months

Certificate B 4 months

Certificate C 4 months



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5. Course Conten ts1

5.1. Master in Teaching English as a Foreign Language

1. These credits are for programs approved by Spanish Universities. In all other cases, they vary depending on the approving university.

A SECOND LANGUAGE LEARNING AND TEACHING 18 credi ts

1 Second language acquisition 3 credits

2 Teaching pronunciation 3 credits

3 Individual factors in the learner's development 3 credits

4 Observation and research in the language classroom 3 credits

5 Approaches to language in the classroom context 3 credits

6 Content Language Integrated Learning 3 credits

BMETHODOLOGIES AND MATERIALS IN LANGUAGE

LEARNING AND TEACHING18 credits

1 Methodological approaches 3 credits

2 Developing language skills in the classroom 3 credits

3

Materials and resources in EFL - design, creation,

adaptation and evaluation 3 credits

4Classroom management - techniques and reflections on

practice3 credits

5 Computer Assisted Language Learning 3 credits

6 Teaching English through Translation 3 credits

C CURRICULUM AND COURSE DESIGN 15 credits

1 Tasks and projects 3 credits

2 Learning strategies 3 credits

3 English in the community 3 credits

4 Assessment and testing in the classroom 3 credits

5 Curriculum and course design - principles and practice 3 credits

D PRACTICUM / FINAL PROJECT 30 credits



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5.2. PostGraduate Diploma (Curso de Experto) in Teaching English as a Foreign

Language

A SECOND LANGUAGE LEARNING AND TEACHING 15 c redi ts

1 Second language acquisition 3 credits


3 Individual factors in the learner's development 3 credits

4 Observation and research in the language classroom 3 credits

5 Approaches to language in the classroom context 3 credits

BMETHODOLOGIES AND MATERIALS IN LANGUAGE

LEARNING AND TEACHING15 credits

1 Methodological approaches 3 credits

2 Developing language skills in the classroom 3 credits

3Materials and resources in EFL - design, creation, adaptation

and evaluation 3 credits

4Classroom management - techniques and reflections on

practice3 credits

5 Computer Assisted Language Learning 3 credits

C CURRICULUM AND COURSE DESIGN 3 credits

1 Tasks and projects 3 credits

D FINAL PROJECT / PRACTICUM 7 credits



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5.3. Certificates (Cursos de Especialista) in Teaching English as a Foreign Language

AFUNDAMENTAL ISSUES IN LANGUAGE

TEACHING AND LEARNING18 credits

1 Methodological Approaches 3 credits

2 Second Language Acquisition 3 credits

3 Classroom Management 3 credits

4 Materials and Resources in EFL 3 credits

5 Developing Language Skills in the Classroom 3 credits

6 Individual Factors 3 credits

B APPLYING THE PRINCIPLES OF LANGUAGE TEACHING

AND LEARNING12 credits

1 Observation and Research in the Language Classroom 3 credits

2 Tasks and Projects 3 credits

3 Learning Strategies 3 credits

4 CALL 3 credits

C LANGUAGE AND CULTURE 12 credits

1 Teaching English through Translation 3 credits

2 Approaches to Language 3 credits


4 Content & Language Integrated Learning 3 credits



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6. Sub jec t Descrip tions

A) SECOND LANGUAGE LEARNING AND TEACHING

1. Second language acquisiti on (3 credits)

This subject int roduces the main models of second la nguage a cquisition a nd explores their

implications for classroom teaching. First language acquisition is also considered and parallels are drawn

between the two processes. The influence of context on second language acquisition is explored, and you

are encouraged to reflect on the factors, which may affect the language acquisition of learners in your

particular context.

2.Teaching pronunciation (3 credits)

This subject provides a formal introduction to the field of phonetics and phonology in the English

language. Aspects of phonology such as stress, intonat ion and sounds are examined in some detail.

Current debates over the teaching of phonology are reviewed, and we examine the practical implications

for the teaching of pronunciation in the classroom.

3. Individ ual factors i n the learner's development (3 credits)

All classrooms are made up of groups of individuals each with their own life experience, patterns of

language, emotional and intellectual development, and learning styles. Recently, research has putincreasing emphasis on the role of individual factors in the learner’s language development. This subject

looks at the cognitive, affective, physical and psychological factors, which influence the individual’s

language learning. Constructs such as intelligence, aptitude, motivation and personality are critically

examined.

4. Observation and research in the language classroom (3 credits)

This subject introduces the major research traditions and the views of knowledge that underpin

them. Current approaches to classroom research are explored, as is the assumption that all observation is

selective and culturally constructed. This subject provides a solid base of knowledge and techniques from

which to approach your Practicum and Final Project.

5. Approaches to language in the classro om context (3 credits)

This subject provides an introduction to the most important current psycholinguistic and

sociolinguistic theories. We examine how perceptions towa rds the na ture of learner language have

changed over the last few decades. The concept of interlanguage is explored in depth, and research into

classroom interaction is critically reviewed. We also look at the role of input in language learning, and the

current psycholinguistic notions of ’noticing’ and ’restructuring’ are presented.



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6. Content & Language Integrated Learning (3 credits )

C LIL (Content &Langua ge Integrated Learning) looks like a good candidate for the next

revolution in language teaching, although its growing tentacles reach out into other areas of the

curriculum and force us to consider more seriously the role of content, how we define that content, how

we choose it and how we can teach it more effectively. CLIL also raises interesting questions about the

relationship between language and cognition that are too often neglected at classroom level. This subject

looks at its brief history, its theoretical bases, and how it might represent the future of language teaching.

B) METHODOLOGIES AND MATERIALS IN LANGUAGE LEARNING AND TEACHING

1. Methodo logi cal approaches (3 credits)

This subject familiarises you with the main methodological approaches in ELT. Methods such as

G rammar-Translation, the Audio-lingual Method and the Direct Method etc. are reviewed historically.

Contemporary approaches such as humanistic, communicative, lexical and learner-centred approaches

are discussed, and the notion of ‘method’ is analysed in depth.

2. Developing language skill s in the classroom (3 credits)

This subject looks in detail at approaches to the teaching of the macro skills of listening, speaking,

reading and writing in ELT. Current views based on recent research into these skills are presented, and the

teaching of grammar and vocabulary are also examined. A range of practical classroom activities and

teaching techniq ues for developing learners’ use of the language are evaluated.

3. Materials and resources in EFL - design, creation , adaptation and evaluation(3 credits)

This subject includes an examination of EFL materials (textbooks and supplementary materials)

that are currently used in the profession, and explores their strengths and w eaknesses in relation to

features of context and curricula. Principles of materials evaluation are identified and prioritised. The

process of materials design, creation, trial and revision in specific teachings contexts is highlighted.

4. Classroom management techniques and reflections on practice (3 credits)

This subject identifies some of the key features of management in classrooms, such as classroomtalk, corrective feedback, group work and the use of L1. Current views on mixed ability teaching and

discipline are also touched on. The important area of teachers’ beliefs, known as ‘teaching thinking’, is

covered thoroughly.

5. Computer Assisted Language Learning (CALL) (3 credits)

This subject introduces students to the ways in which computer software can be used to develop

learners' language skills and examines how CALL relates to teaching methodologies. You will be made

aware of the issues involved in using computers to assist language learning. You will evaluate software

including developments in multimedia software and Internet applications.



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6. Teaching English th rough Translation (3 credits)

This subject, written by the University of Vigo, starts with a brief history of translation as an

introduction to how translation can be used in the EFL classroom. The differences between teaching

translation as a subject per se and as a tool in the teaching of a foreign language are also explored, and

different approaches to how translation can be used to enhance the learning process, even in

communicative classrooms, are considered.

C) CURRICULUM AND COURSE DESIGN

1. Tasks and Projects (3 credits)

This subject presents an approach to teaching structured around tasks and projects. We examine the

structure of a learning task, its components, and the effective sequencing of different types of tasks within

units of work (’unidades didácti cas ’). The criteria for the evaluation of tasks are examined, and the current

debate on the need for a focus on form in tasks is reviewed. We analyse the implicat ions of task-based

teaching for syllabus and curriculum design, specifically in the context of project work.

2. Learning strategies (3 credits)

This subject examines research into learning strategies, and considers how we can encourage our

students to develop these further. Taxonomies of learning strategies are presented and related to current

trends in ELT course books.

3. English in the community (3 credits)

This subject on sociolinguistics looks at the social and cultural context in which language is situated

and in which it is learned. The global position of English will be explored to gain a better understanding

of its future status, its likely expansion or decline. We examine how gender and race affect language use, as

well as the notion of language shift. Important current issues such as the social implications of

bilingualism are also explored.

4. Assessment and testing in the classroom (3 credits)

This subject looks at the purposes which assessment serves and describes current practices and

trends in assessment and testing in ELT. The fundamental principles of testing are examined, and bothformal and informal approaches to testing are explored.

5. Curriculum and course design - princi ples and practice (3 credits)

This subject looks at models of curriculum and course design, and their planning, implementation

and evaluation in a variety of national contexts. Two main paradigms of curricula are presented, and the

principles of syllabus design are examined in depth. An outline of the most significant syllabus types is

provided.



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detallado de la forma en que la teoría se traduce en la práctica didáctica, y se evalúan diversos libros de

texto actuales de español como lengua extranjera.

4. El español y sus variedades (3 crédito s)

Situación del español actual en el mundo hispánico: unidad y diversidad.

Español o castellano: ¿cuestiones terminológicas? Caracterización de las variedades diatópicas del

español. Descripción de las variedades socioculturales y diafásicas. El español ejemplar como modelo para

la enseñanza de E/LE.

5. La enseñanza del léx ico

(3 créditos)

El léxico español: origen y desarrollo; principales aportaciones. La lexicogénesis del español:

principales recursos creativos. ¿Cómo significan las palabras? Tipos de relaciones entre significados.

Propuestas para la enseñanza del léxico a los alumnos de E/LE. La fraseología del español y su lugar en la

enseñanza del léxico.

8. Pedagogical approach

8.1. Methodology

The programme does not consist simple of the delivery of content, but rather, just as in the case of

face-to-face courses, it includes a series of pedagogical aspects aimed at promoting collaborative learning

(between peers and teachers). All the courses are based on the following methodological concepts:

♦ Learning as a collaborativeundertaking.

♦ Adynamic and constructivist conceptof teaching and learning.

♦ Promotion of critical reflection on one’s own teaching practice and beliefs.

♦ An approach based within the framework of action-research.

♦ Cohesiveand multicultural groups.

8.2. Study materials

The study programme for the Master, Di ploma and Certificates in TEFL has been subjected to

rigorous educational planning processes, and it offers a very high standard in terms of study materials and

teaching resources.



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At the beginning of each term you will receive a set of high quality distance learning materials.

These have been written by specialists from FUNIBER, and from the universities participating in the

TEFL programme. The course methodology has been tried and tested, reflecting the expertise acquired

over the years, both in the field of distance education and in the field of TEFL, and it is thus of the highest

standard. The course content is continually updated, which ensures its relevance to the context of teaching

English as a Foreign Language.

The course is divided into three main modules, Module A (Second Language Learning and

Teaching), Module B (Methodologies and Materials in Language Learning and Teaching) and Module C

(Curriculum and Course Design). Each term you will receive the study materials for three or four subjects

taken from these main core areas.

Each of the Certificates constitutes a selection of subjects from the three modules Second Language

Learnin g and Teaching, Methodologies and Materials in Language Learning a nd Teaching or

Curriculum and Course Design.

The study material for each subject includes the following:

♦ A preliminary introduction stating the general objectives of the subject.

♦ The subject contents, including theory and pedagogical implications.

♦ Tasks to help you reflect on what you are reading.

♦ Suggestions for further reading.

♦ A complete bibliography for the subject.

♦ The assignment.

♦ Key supplementary readings on the subject.

♦ A specialised glossary of key terms in English and Spanish.

♦ Access to recommended readings.

The Master, Diploma and Certificates in TEFL programmes do not assume that you have prior

knowledge of a particular subject. Thus, emphasis is given to simplicity of style in the study materials and

clear explanations of technical terms.

Case studiesand practical classroom work are included in the study materials to ensure that they relate

directly to your current or future professional experience.



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E R I C A N A Figure 1. Study materials.

8.3. Course specific features

The main features of the programme are the individual flexibility and the continuous feedback

provided by the teachers as well as the ample possibilities to communicate with both teachers and peers

alike by means of the Virtual Campus. These aspects foster motivation and allow each student to adapt

and plan the coursework according to his/her specific needs and available time. There are also a number

of ways for students to communicate with each other, such as the G roup Discussion Lists, the VC e-mail

and the Coffee Shop.

8.3.1. Flexib il ity of study

Most people choose distance education programmes because they are looking for more flexibility

than conventional, full-time study offers, so the Master, Di ploma and Certificates in TEFL programmes aredesigned on the assumption that you may want to vary the time you spend on it.

Tools such as the discussion groups, debates and chats, in addition to the teacher support, constitute

motivational factors in the learning process.

8.3.2. Guidance

Another important feature of the courses is the continuous support and guidance offered by the

teachers. The new system of teacher distribution where each teacher is responsible for one whole term also



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ensures that students have an added stability in their studies. In addition to the teacher guidance, the

student will also find ample support by the other students on the course by ways of the various means of

communication that the programme offers. In this way, the student is never alone in the learning process,

having access to both peers and teachers at all times. Collaborative learning is considered to be the essence

of academic development, and in this case, also of the professional development the students take part in

on the course. Following this same line, students are also encouraged to form study groups.

8.4. The Virtual Campus

As a pioneer in the field of distance education La Fundación Universitaria Iberoameri cana, has set up

a Virtual Campus, which is accessed via the Internet. The Virtual Campus offers you the possibility ofmaking direct contact with peers working on the course at your own and other universities, and discussing

issues and questions arising from the course materials. teachers also regularly participate in discussions,

monitoring and synthesising participants’ contributions on topics, and informing participants of websites

where additional information (such as articles published in on-line ELT journals, or webcasts) may be

found.

Apart from the enormous potential for making direct and continued contact w ith peers and

teachers, you will be able to access the course materials themselves on-line, and to submit assignments via

the Virtual Campus (VC).

The virtual campus has been developed following a definite pedagogical approach, according to the

criteria detailed below:

♦ Students can use the Virtual Campus as a complement to the written material, as well as

accessing the compulsory readings, with no additional cost.

♦ The Virtual C ampus is a complement to the actual learning experience in that it provides access

to a number of additional resources such as the course materials, bibliography, recommended

web sites, self-evaluation and feedback, glossaries, etc.

♦ The Virtual Campus provides you with the means to exchange opinions and experience with

students and teachers alike by means of the discussion lists, the VC e-mail and the Coffee Shop

(a space provided for you to interact with the whole student community), consult the Events

Calendar, where you can find information on which EFL events are taking place all over theworld, and you also have the possibility to participate in the on-line chats and debates that are

held for each subject and that will, without doubt, prove to be an enriching and useful

experience.



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Figure 2. The Virtual Campus.

At the beginning of the course, each student is provided with an individual password and a user

name to allow access to the Virtual Campus.

In addition to this, the first two weeks before the course officially starts consist of an orientation

period to the use the VC. Consequently, you do not need any previous IT-knowledge to enrol on the

course.

During the Orientation Period, students take part in a series of socialization tasks in order to get to

know each other while learning how to use the virtual campus (sending internal mails, opening a nd

sending attachments, read on-line articles etc.). These two initial weeks of orientation have proved to be

extremely useful, and at times even crucial for the establishment of group dynamics.



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Figure 3. Contents and Self-evaluated Tasks.

8.5. Tutorials

The subjects are organized in academic periods called ‘tutorials’ that have a length of a month or amonth and a half. D uring the tutorships of a subject, the student must focus on working with the contents,

asking the teacher for doubts or other issues and participating in the active academic activities: debates,

case analysis, etc.



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Figure 4. The Course e-mail.

8.6. Assessment

The assessment process for the Master, Diploma and Certificates in TEFL, aims to maximise

successful outcomes for students. Due to the practical nature of the courses, there are no examinations as

such. Instead, a variety of methods for assessing performance are used including the submission of written

assignments, reports, the creation of didactic materials, etc.

Your course teacher(s) will mark your assignments, and you will receive detailed feedback on your

work through the Virtual Campus.

8.7. Feedback on assignments

In the context of distance education, feedback on written work is extremely important, as it provides

direct contact with a teacher, and serves as an index of your progress on the course. As such, it is an

essential part of the programme and one that we devote a lot of time and effort to.



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Our aim in giving detailed feedback is to provide you with the opportunity to improve future

assignments, and, in more general terms, to be able to grow and develop professionally via the course.

To summarise: these programmes in TEFL, aimed at further teacher development, allow for a

flexible and autonomous learning experience while at the same time providing the student with a range of

means to communicate and interact with teachers and peers on the course. All this is possible using the

multimedia base of the Virtual Campus that not only provides an important access to the course content

and academic resources, but also a means to bridge the geographical gaps between all the components on

the course, providing the student with continuous support and guidance.

Without doubt, enrolling on any course in professional development will influence your careerand expertise. If on top of that you can do so in your own time, at the place of your choice and allowing

you to fuse your personal duties with your academic ones while still having access to quality material and

qualified teachers, then the experience is bound to be a success!

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