dossier fp tefl
TRANSCRIPT
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 1/32
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
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 2/32
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 3/32
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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
E-mail: [email protected]
PORTUGAL:INSTITUTO PIAGET
Av. João Paulo II, Lote 544, 2º
1950-157 Lisboa - PortugalTeléfono: (351) 218 316 506
Fax: (351) 218 316 590
E-mail: [email protected]
ANGOLA:UNIVERSIDADE JEAN PIAGET DE ANGOLACampus Universitário de Viana
Bairro Capalanka - Viana, 10365 Brito Godins, AngolaTel: 00 244 92301148
Fax: 00 244 2290872
E-mail: [email protected]
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
E-mail: [email protected]
MOZAMBIQUE:UNIVERSIDADE JEAN PIAGET DE MOÇAMBIQUECampus Universitário da Beira
Inhamízua - Moçambique
Tel. 00 258 23346200
Fax. 00 258 23346201
E-mail: [email protected]
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 4/32
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
ARGENTINA: Avda. Rivadavia 2206, 2º A
(C1034ACO) - Buenos Aires
Teléfono: (+54 11) 4000 1150
Fax: (+54 11) 4953 1044
E-mail: [email protected]
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
E-mail: [email protected]
CHILE: Arzobispo Larraín Gandarillas, 70. Ex. 260
Comuna Providencia. Santiago de Chile
Teléfono: (56-02) - 928 97 00
Fax: (56-02) 341 75 19
E-mail: [email protected]
COLOMBIA:
Calle 40 No 26 A - 08Barrio La Soledad - Bogotá D.C.
Teléfono: (57-1) 285 35 33
Fax: (57-1) 368 32 62
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
GUATEMALA:8a. Avenida 28-20 zona 11
Colonia Granai & Towson ICiudad de Guatemala
PBX (502) 2204.3222
Fax: (502) 2477.0010
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 5/32
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
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
E-mail: [email protected]
URUGUAY: Cnel. Brandzen 1956, oficina 901 - Edificio Cosmos
11200 Montevideo (Uruguay)
Tel: (00598) 2409-4962 int. 103
Fax: (00598) 2409-4962
E-mail: [email protected]
USA:Bryant Park.1440 Broadway 23rd floor.
NY, NY 10018
Teléfonos: (1) 646 383 7291 / (1) 866 877 9857 / (1) 646 383 4716
E-mail: [email protected]
VENEZUELA: Av. Francisco de Miranda, Centro Lido
Torre D, Piso 4, Local 41 HQ
Caracas - Chacao, 1060
Venezuela
PBX: (58) 212 9529409
E-mail: [email protected]
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 6/32
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 7/32
i de ii
C O N T E N T S
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
••• 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
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 8/32
ii de ii
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 9/32
T E A C H I N G E N G L I S H A S
F O R E I G N L A N G U A G E
1 de 24FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 10/32
2 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 11/32
3 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
♦ 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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 12/32
4 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 13/32
5 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
♦ 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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 14/32
6 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 15/32
7 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 16/32
8 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 17/32
9 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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
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
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
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 18/32
10 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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
3 Teaching pronunciation 3 credits
4 Content & Language Integrated Learning 3 credits
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 19/32
11 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 20/32
12 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 21/32
13 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 22/32
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 23/32
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 24/32
16 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 25/32
17 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 26/32
18 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
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
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 27/32
19 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 28/32
20 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 29/32
21 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 30/32
22 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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.
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 31/32
23 de 24
TEACHING E NGLISH AS F OREIGN L ANG UA GE
FUNI-TEFL_v3_20111215
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A
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!
8/14/2019 Dossier Fp Tefl
http://slidepdf.com/reader/full/dossier-fp-tefl 32/32
TEACHING E NGLISH AS F OREIGN L ANG UA GE
©
F U N D A C I Ó N
U N I V E R S I
T A R I A
I B E R O A M
E R I C A N A