Módulo 1. Principles of bilingualism

1.1. Definition and history of bilingualism

1.1.1. Definition of bilingualism
1.1.2. The languages ​​in contact
1.1.3. Definition of multilingualism
1.1.4. Multilingualism in the world
1.1.5. Types of bilingualism

1.2. Bilingualism models in education

1.2.1. Bilingualism in education
1.2.2. Models of bilingual education
1.2.3. Models of bilingualism in the world
1.2.4. Bilingualism in Canada
1.2.5. Bilingualism in the US
1.2.6. Bilingualism in Spain
1.2.7. Bilingualism in LatinAmerica

1.3. Cultural dimension of bilingualism

1.3.1. Intercultural Bilingual Education (EIB)
1.3.2. The history of the EIB
1.3.3. Bilingualism and cultural diversity in the classroom
1.3.4. Bilingualism and cultural identity

1.4. Mother tongue role in bilingual education

1.4.1. The acquisition of language in a bilingual context
1.4.2. Late bilingualism and the mother tongue
1.4.3. The mother tongue and emotions
1.4.4. The mother tongue in the classroom
1.4.5. Use of the mother tongue in the foreign language classroom

1.5. Neuroeducation and bilingualism

1.5.1. The bilingual brain
1.5.2. The age factor
1.5.3. The quality factor
1.5.4. The method factor
1.5.5. The language factor
1.5.6. The number factor

1.6. Cummins theories about bilingualism

1.6.1. Introduction
1.6.2. Theory of linguistic interdependence
1.6.3. The threshold hypothesis
1.6.4. Additive and subtractive bilingualism
1.6.5. The importance of the mother tongue
1.6.6. The programs of linguistic immersion

1.7. BICS and CALP

1.7.1. General framework
1.7.2. Initial theory
1.7.3. Definition of BICS
1.7.4. Definition of CALP
1.7.5. The relationship between BICS and CALP
1.7.6. Contributions of the theory
1.7.7. Criticism to the theory

1.8. Early literacy in bilingual children

1.8.1. Definition of emergent literacy
1.8.2. Growing up in a bilingualfamily
1.8.3. Reading stories in the mother tongue
1.8.4. Literacy in L2 as instructional and majority
1.8.5. Literacy in L2 as a foreign language

1.9. Relations and influences between L1 and L2

1.9.1. Family literacy
1.9.2. Mother tongue literacy at school
1.9.3. Impact of literacy in L1 in L2
1.9.4. Advantages of the use of the mother tongue in the bilingual classroom
1.9.5. The mother tongue in the teaching of english

1.10. Role of the bilingual teacher

1.10.1. The role of the bilingual teacher
1.10.2. The bilingual teacher as an intercultural educator
1.10.3. Languages ​​and the bilingual teacher
1.10.4. The training needs

Módulo 2. Content and Language Integrated Learning (CLIL)

2.1. Objectives and foundation

2.1.1. Definition
2.1.2. Basic principles
2.1.3. Types of CLIL
2.1.4. Advantages of CLIL

2.2. Relations between content and language

2.2.1. Characteristics of the CLIL curriculum
2.2.2. The challenges associated with language
2.2.3. The L2 in the CLIL classroom. Classroom language
2.2.4. The collaborative work of teachers

2.3. Scaffolding in CLIL

2.3.1. Zone of Proximal Development (ZPD)
2.3.2. The importance of scaffolding in CLIL
2.3.3. The interaction
2.3.4. Techniques and activities for the scaffolding

2.4. Active methodologies for the development of CLIL

2.4.1. Characteristics and benefits
2.4.2. Problem-based learning
2.4.3. The flipped classroom
2.4.4. Gamification
2.4.5. Cooperative learning

2.5. Design and development of materials for CLIL

2.5.1. Importance of materials in CLIL
2.5.2. Types of materials and resources
2.5.3. Bloom’s taxonomy
2.5.4. Keys for the development of materials

2.6. Teaching of natural sciences through CLIL

2.6.1. The challenges of the CLIL approach
2.6.2. Activation of prior knowledge
2.6.3. Scaffolding strategies
2.6.4. Research and interaction in the classroom
2.6.5. Evaluation

2.7. Teaching of social sciences through CLIL

2.7.1. Characteristics of the CLIL classroom of Social Sciences
2.7.2. Types of activities
2.7.3. Plan a CLIL unit
2.7.4. Graphic organizers for mind maps

2.8. Artistic teaching through CLIL

2.8.1. The 4 C’s in CLIL classroom of art
2.8.2. Advantages of teaching art at school
2.8.3. Keys for CLIL art sessions
2.8.4. The L2 in the CLIL classroom of art
2.8.5. Keys to encourage the participation of students

2.9. STEAM: integrated teaching of Science, Technology, Engineering, Arts and Maths through CLIL

2.9.1. Definition of STEAM
2.9.2. The STEAM approach at early ages
2.9.3. STEAM approach in schools
2.9.4. STEAM learning and scaffolding

2.10. Evaluation

2.10.1. Principles to evaluate CLIL
2.10.2. When the evaluation is effective: diagnostic, formative and summative?
2.10.3. Specific characteristics of CLIL
2.10.4. Self-evaluation and evaluation of peers
2.10.5. Evaluate content and language
2.10.6. Strategies and resources for evaluation

Módulo 3. Educational and didactic methodology for bilingual education

3.1. Learning the L2. Methods and approaches

3.1.1. From grammar to communication
3.1.2. Grammar-translation method
3.1.3. Natural method
3.1.4. Total physical response
3.1.5. Audio-lingual method
3.1.6. Suggestopedia

3.2. L2 and interaction

3.2.1. The role of interaction in learning
3.2.2. The interaction in the learning of the mother tongue
3.2.3. The interaction in learning L2
3.2.4. Types of interaction in the foreign language classroom
3.2.5. Teacher talking time

3.3. The role of emotions in learning L2

3.3.1. Emotions and learning
3.3.2. The theory of output
3.3.3. How anxiety affects learning?
3.3.4. Emotions and confidence
3.3.5. Motivation

3.4. The communication skills of english

3.4.1. The integration of communication skills
3.4.2. CERL. Common European Framework of Reference for Languages
3.4.3. Reference levels

3.5. Creation of a bilingual learning and communication environment

3.5.1. The everyday language in the school
3.5.2. The corridors and common spaces
3.5.3. The classroom space
3.5.4. The participation of the teaching staff and the community

3.6. The relationship with families and the environment

3.6.1. The perception of the family of bilingualism
3.6.2. Communication tools relationship
3.6.3. Participation in the school
3.6.4. Follow-up at home and homework

3.7. Educational Success Actions (SEAS) in the bilingual classroom

3.7.1. Definition and keys of the Successful Educational Actions (SEAS)
3.7.2. Interactive groups: definition and foundation
3.7.3. Classroom organization in interactive groups
3.7.4. Dialogic literary gatherings: definition and operation
3.7.5. Organization and operation of the DLG

3.8. Methodologies for the bilingual classroom: TASC Wheel

3.8.1. Presentation of the TASC Wheel
3.8.2. The thinking skills
3.8.3. Steps for use
3.8.4. Products and evaluation

3.9. Methodologies for the bilingual classroom: the flipped classroom

3.9.1. Definition and models
3.9.2. Origin. Advantages and disadvantages
3.9.3. Guidelines for design
3.9.4. Flipped classroom in the bilingual classroom

3.10. Methodologies for the bilingual classroom: cooperative learning

3.10.1. Definition of cooperative learning
3.10.2. Conditions for cooperative learning
3.10.3. Psychopedagogical foundation
3.10.4. Cooperation, interaction, performance and inclusion
3.10.5. Organization of cooperative learning

Módulo 4. Oral skills. Listening and speaking

4.1. What is the meaning of listening on real life?

4.1.1. Redundancy
4.1.2. Noise
4.1.3. Understanding colloquial language
4.1.4. Listening to english as a foreign language
4.1.5. Fatigue
4.1.6. Understanding different accents
4.1.7. Best listening materials

4.2. Classroom activities

4.2.1. Listening exercises
4.2.2. L2 or L1?
4.2.3. Preparation to real life hearing conversation
4.2.4. Entertainment

4.3. Perception for listening

4.3.1. Listening in the classroom
4.3.2. Cognitive processes in listening

4.3.2.1. Top-down and bottom-up processing
4.3.2.2. Controlled and automatic processing
4.3.2.3. Perception, parsing, and utilization
4.3.2.4. Metacognition

4.3.3. Perception for Listening in a colloquial language used in real life
4.3.4. Cultural differences to perception for listening
4.3.5. Improving listening comprehension skills

4.4. Colloquial language

4.4.1. Introduction to the colloquial language 1
4.4.2. What the colloquial language 1 is?
4.4.3. Colloquial language and swearing words 2
4.4.4. Colloquial language to promote the listening comprehension

4.5. Pictures

4.5.1. Identifying and ordering
4.5.2. Altering and marking
4.5.3. Maps. Naming features
4.5.4. Alterations
4.5.5. Ground-plans

4.6. Evaluation of listening comprenhension

4.6.1. The meaning of evaluation
4.6.2. Designing an assessment system

4.6.2.1. Overall plan
4.6.2.2. Content definition
4.6.2.3. Test specifications
4.6.2.4. Item development
4.6.2.5. Test design and assembly
4.6.2.6. Test production
4.6.2.7. Test administration
4.6.2.8. Scoring examination responses
4.6.2.9. Establishing passing scores
4.6.2.10. Reporting examination results
4.6.2.11. Item banking
4.6.2.12. Test technical report

4.6.3. Languages evaluation within the CEFR
4.6.4. Evaluation of listening comprehension process

4.7. How to teach speaking: strategies and methods?

4.7.1. Introduction
4.7.2. How to engage students in speaking?
4.7.3. How to teach speaking?
4.7.4. Strategies to teach speaking skills
4.7.5. Methods to teach speaking

4.8. Speaking in class: communication strategies

4.8.1. Introduction
4.8.2. Communication strategies: definition
4.8.3. Non-verbal communication strategies in class
4.8.4. Verbal communication strategies in class
4.8.5. Relationship between nonverbal and verbal communication strategies

4.9. English pronunciation, stress and intonation

4.9.1. Introduction
4.9.2. Pronunciation
4.9.3. Stress
4.9.4. Intonation
4.9.5. Relation between speaking and listening comprehension
4.9.6. Methods to teach pronunciation

4.10. Evaluation of speaking

4.10.1. Introduction
4.10.2. The meaning of evaluation and assessment
4.10.3. Effective evaluation and assessment
4.10.4. Rubric: definition
4.10.5. Assessment rubrics design
4.10.6. Developing a rubric to evaluate speaking
4.10.7. Other methods of evaluating speaking skills