Description

The program aims to help practicing 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 the learner’s autonomy without losing sight of elements of constant but flexible interaction, tailored to the specific needs of teachers in professional development.

The program is particularly aimed at primary and secondary level English language teachers in public or private institutions, Teachers of EFL working in adult education and graduates with relevant qualifications intending to work as English language teachers.

Outcomes

General Outcomes:

  1. Direct well based and informed professional situations and needs related to the working environment, encouraging autonomy without losing the vision of elements of constant, but flexible, interaction, tailored to specific needs of the professional development of the teacher, providing training to primary and secondary level English as Foreign Language (FL) teachers in public and private institutions and adult education and graduate level English as Foreign Language (FL) teachers.
  2. Provide education in new or unfamiliar environments of education within broad contexts related to teaching English as a foreign language in order for the student to apply the knowledge acquired, formulating judgments, making decisions and solving problems; reflecting on their own teaching and professional development.
  3. Provide tools for scientific research that will enable the student to use the methodological processes for educational research of the language and linguistics applied to teaching English.

Specific Outcomes:

At the end of the program students will be capable of:

  1. Analyze, articulate and evaluate learning and second language acquisition theories, and the methodological trends in the teaching of foreign languages essential for both effective teaching and successful learning.
  2. Analyze how the individual factors (cognitive, affective, social and cultural) affect foreign language learning and, accordingly, design instructional strategies to address the learning needs of students of English as a Foreign Language (EFL).
  3. Manage the EFL classroom so that group processes guarantee the learning of all students creation of a safe space in which all students participate and work collaboratively; Use of a discourse that encourages the construction of knowledge; selection of activities of greater and lesser cognitive effort; choosing the type of grouping most appropriate for each activity; attention to learning opportunities that may arise, among other aspects.
  4. Integrate the development of the language skills in the EFL classroom so it promotes a realistic and meaningful language use.
  5. Analyze, evaluate, select, adapt and design appropriate materials for the teaching of EFL.
  6. Critically and reflectively interpret and implement the cultural, pragmatic and linguistic knowledge acquired on the use of English language in context, in the planning of the teaching and learning process of EFL.
  7. Analyze the implications that the current role played by English as the language of global communication may have for teaching English as foreign/second language.
  8. Design didactic proposals for the EFL classroom that integrate the acquired knowledge on the concepts of inter-language and interaction in a foreign language classroom.
  9. Plan and evaluate the teaching-learning process of English in the short and long term, considering current linguistic pedagogical trends; the context of education; the methodological approach; lesson plans; the interests, needs and styles of the student's learning; and technology advances.
  10. Integrate ICT in a meaningful way, and not arbitrarily, in the activities of the teaching and learning process for English as a foreign language, and critically analyze the digital materials that are generated in this field.
  11. Introduce specific training in learning strategies in the objectives and contents of the program and units, wherever necessary and according to the needs of the students, and work on the necessary learning to learn tools.
  12. Evaluate the usefulness of using a translation-based method for teaching English and design translation activities within the framework of communicative language teaching as a complementary tool to improve the EFL learning process.
  13. Analyze and evaluate its teaching and professional development through such instruments as self-observation, diary, self-assessment, the teaching portfolio, etc.; identify the aspects that can be improved; and plan and implement a personal plan of improvement and life-long learning.
  14. Access and properly use the academic literature related to Language Pedagogy and Linguistics Applied to the Teaching of Foreign Languages, especially English-language related literature.
  15. Design and evaluate methodological procedures specific to research in the fields of Language Pedagogy and Linguistics Applied to the Teaching of Foreign Languages, especially English-language related research.

Target Audience

The general profile of the intended target audience of the course should be the following:

  • Professors of Spanish and/or English (LLEE) in elementary or middle school, either in public or private institutions.
  • Professors of Spanish and/or English (LLEE) in adult education.
  • Graduates and Licensed in related specializations that have the intention of working as professors of English and/or Spanish languages.

Requisite for Entrance

To be accepted to the master, it is necessary to meet the following requisites:

Academic requisites:

The candidate must have one of the following university degrees:

  • Bachelor / Graduate in English Language and Literature or in English Philology.
  • Bachelor / Graduate in Translation and Interpretation (English language).
  • University graduate with any degree similar to the previous ones, future implementation degrees or qualifications in the university systems in other countries.
  • University graduate of any specialty with documents attesting to have received specific training in teaching English as a foreign language through the following means: formal teaching in the university in the form of elective subjects, university qualifications, training courses that count with the support of institutions such as the British Council, or that may be considered in the judgment of the competent body of the Universidad Internacional Iberoamericana.

Linguistic requisites:

Applicants who do not have English as a native language and have not obtained a bachelor's degree in which the language of instruction is English (English Language and Literature, Translation and Interpretation) to be accepted into the master's degree should prove that they have a sufficient level of academic English using one of the following ways:

  • Have earned a minimum of 550 points out of 667 on the Test of English as a Foreign Language (TOEFL PBT, paper format).
  • Have earned a minimum of 230 of 300 on the TOEFL computer-based test (CBT).
  • Have earned a minimum of 79 of 120 on the TOEFL computer-based test (CBT).
  • Have at least a C-1 level of English in the Common European Framework of Reference (CEFR).
  • Have a grade certificate indicating that they have passed at least 30 credits per semester with an average grade of "B" or higher in an institution accredited by an accrediting agency recognized by the United States Secretary of Education and/or the Council for Higher Education Accreditation (CHEA), or foreign institutions equivalents included in the International Handbook of Universities.

In case of not possessing any of these certificates:

  • Should pass the entrance exam for the master, developed and evaluated by the Universidad Internacional Iberoamericana.

Duration

The master’s course has a curricular structure based on three formative parts that seek to place the student in a real framework, in accordance with continuous change; to obtain the corresponding title, the students must succeed a determined number of credits in a 24 month period:

General Education: 18 credits

Required: 48 credits

Electives: 0

Structure

MASTER IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
  CODE SUBJECT PREREQUISITES CREDIT CONTACT HOURS
GENERAL EDUCATION
FP003 Second language acquisition N/A 3 45
FP005 Teaching pronunciation N/A 3 45
FP004 Individual factors in the learner's development N/A 3 45
FP002 Observation and research in the language classroom N/A 3 45
FP001 Approaches to language in the classroom context N/A 3 45
FP037 Content & language integrated learning N/A 3 45
REQUIRED
FP006 Methodological approaches N/A 3 45
FP008 Developing language skills in the classroom N/A 3 45
FP009 Materials and resources in EFL - design, creation, adaptation and evaluation N/A 3 45
FP007 Classroom management - techniques and reflections on practice N/A 3 45
FP010 Computer assisted language learning N/A 3 45
FP036 Teaching English through translation N/A 3 45
FP011 Tasks and projects N/A 3 45
FP014 Learning strategies N/A 3 45
FP013 English in the community N/A 3 45
FP012 Assessment and testing in the classroom N/A 3 45
FP015 Curriculum and course design - principles and practice N/A 3 45
FP034 Practicum N/A 5 75
THESIS
  TFC N/A 10 150
TOTAL 66 990

Diagram

Schedule

Degree

After approving the courses, the Practicum and the Master's Thesis, and satisfying any other academic, administrative and economic necessity expected and required by the university, the following degree will be issued:

MASTER IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

Testimonials

  • “Excellent program”. “Good organization, excellent associate professors and very practical platform”. End of Course Survey, June 2015
  • “The Academic Program is excellent. Their should be more dissemination of it in the public schools of North Carolina, USA”. End of Course Survey, June 2015
  • “The Academic Program was great. In fact, as I expected. I could manage my time to do all the assignments, and evaluations. End of Course Survey, June 2015
  • “I am very pleased with the professors for their support and their commitment”. End of Course Survey, June 2015
  • “Very good”. End of Course Survey, June 2015