Description

The objective of the program is to offer an extensive, up-to-date education and provide the foundation for the development of the academic and professional skills needed for teaching Spanish as a foreign language in any of the various contexts of the teaching and learning process.

The program is particularly aimed at primary and secondary level Spanish language teachers, both in public and private institutions; Teachers of SFL in adult education and graduates with relevant qualifications intending to work as Spanish language teachers

Outcomes

General Outcomes:

  1. Offer training to primary and secondary Spanish as a Foreign Language (FL) Professors in public and private institutions; adult education Spanish as a Foreign Language Professors, as well as students that have a baccalaureate in specialties with teaching Spanish as a Foreign Language purposes, providing the basis to develop academic and professional skills, necessary for teaching Spanish FL in any of the various teaching-learning contexts, with fluency, consistency and appropriate to the educational context in their professional activity.
  2. Provide education in new or unfamiliar environments of education within broad contexts related to teaching Spanish 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 Spanish.

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 Spanish as a Foreign Language (FL).
  3. Manage the Spanish as FL 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 Spanish as a foreign language classroom so it promotes a realistic and meaningful language use.
  5. Analyze, evaluate, select, adapt, and design adequate materials for the teaching of Spanish as a FL.
  6. Analyze the function of the formal system and communication acts of Spanish, and provide an appropriate teaching treatment in the Spanish classroom.
  7. Critically and reflectively interpret and implement the cultural, pragmatic and linguistic knowledge acquired on the use of Spanish language in context, in the planning of the teaching and learning process of Spanish as a foreign language.
  8. Plan and evaluate the teaching-learning process of Spanish in short and long term, taking into account 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.
  9. Integrate ICT in a meaningful way, and not arbitrarily, in the activities of the teaching and learning process for Spanish as a foreign language, and critically analyze the digital materials that are generated in this field.
  10. 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.
  11. Integrate the socio-cultural content in the Spanish classroom to give the student gradual knowledge of the facts and cultural products, and the knowledge and socio-cultural attitudes of the Spanish-speaking countries; the development of intercultural awareness; the ability to act as a cultural intermediary and effectively deal with cultural misunderstandings in conflict situations; and the development of an attitude of empathy, openness and interest toward other cultures.
  12. Properly treat the varieties of Spanish in the classroom of a foreign language or second language in function of each context of teaching and learning.
  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 Teaching Foreign Languages, especially Spanish-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 Spanish-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 Spanish Language and Literature or in Spanish Philology.
  • Bachelor / Graduate in Translation and Interpretation (Spanish language, in the case of foreign degrees).
  • 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 Spanish 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 Spanish as a native language and have not obtained a bachelor's degree in which the language of instruction is Spanish (Spanish Language and Literature, Translation and Interpretation) to be accepted into the master's degree should prove that they have at least a C-1 level of Spanish in the Common European Framework of Reference (CEFR), or that may be considered in the judgment of the competent body of the Universidad Internacional Iberoamericana.

In case of not possessing any of these certificates, they 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 and announcements are conducted in February 15, June 15 and October 15:

The first part is of global and obligatory that is composed of a 17 subject module. These subjects are structured by a logical pedagogical order by which the student should follow the established line for its study. The Practicum consists of presenting a work of a theoretical aspect covered during the course, from a practical perspective. Once the subjects are studied and the Practicum work is submitted, the master’s student should complete the Master’s Thesis.

General Education: 15 credits

Required: 51 credits

Electives: 0 credits

Structure

MASTER IN TEACHING SPANISH AS A FOREIGN LANGUAGE
  CODE SUBJECT PREREQUISITES CREDIT CONTACT HOURS
GENERAL EDUCATION
FP017 Modes of directing the classroom N/A 3 45
FP018 Observation and research in the classroom N/A 3 45
FP019 Second language acquisition N/A 3 45
FP020 Individual factors in learning N/A 3 45
FP021 Learning strategies N/A 3 45
REQUIRED
FP022 Communication and pragmalinguistic proficiency N/A 3 45
FP023 Language, culture and bilingualism N/A 3 45
FP038 Spanish grammar for SSL professors N/A 3 45
FP025 Spanish and its varieties N/A 3 45
FP026 Teaching vocabulary N/A 3 45
FP027 Methodological foundations N/A 3 45
FP028 Development of skills in the classroom N/A 3 45
FP029 Creation, adaptation and evaluation of materials and resources N/A 3 45
FP030 Educational technology in language learning N/A 3 45
FP031 Projects and tasks N/A 3 45
FP032 Evaluation of the language learning process N/A 3 45
FP033 Curriculum design and programming - theory 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 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 SPANISH AS A FOREIGN LANGUAGE

Testimonials

  • “The program was well structured, the organization and the materials were carefully chosen. The administrative staff has always been cordial, quick to respond and I take this opportunity to thank in particular Lorena Peñaloza, who in a cordial and professional manner always resolved my issues. I also felt well supported in the coordination of my thesis. In general, I have a high degree of satisfaction with program and UNINI”. End of Course Survey, June 2015