Training Program for Spanish Teachers

A.- The development of critical thinking in the Spanish classroom

In accordance with the New Literacy Studies, we will detail to what extent and how students can acquire skills to manage discursive genres, both oral and written as well as the use of multimodal resources, in a critical and reflective manner.

We will analyze what are the best resources and didactic techniques to develop the necessary skills to promote reading and writing into communicative interaction, social participation and personal learning.

  1. Aprendiendo críticamente:
    1.1. Qué es la competencia crítica.
    1.2. Actividades para desarrollar la competencia crítica en el aula de ELE.
    1.3. Recursos para fomentar la competencia crítica en el aula de ELE.
    1.3. Diseño de actividades para promover la lectoescritura crítica.
    1.4. Hacia la literacidad crítica: beneficios para el alumnado.
  2. Desmontando mentiras:
    2.1. Redes sociales, mundo virtual y sesgos cognitivos.
    2.2. Métodos y recursos para verificar información: un futuro sin “fake news”.
    2.3. Ideología y léxico.
    2.4. Navegar con timón crítico.
  3. Trabajando los géneros textuales:
    3.1. Cómo integrar los textos en la clase de ELE.
    3.2. Mapear textos: una manera ventajosa de aprender el léxico.
    3.3. Evaluar la lectoescritura correctamente.
    3.4. Secuencias didácticas para trabajar la narrativa, el teatro y la poesía.
  • Exponer las ideas clave de la competencia crítica.

  • Debatir sobre las consecuencias de la reflexión crítica en las aulas.

  • Analizar diferentes estrategias para fomentar el pensamiento crítico en las clases.

  • Tomar conciencia y explorar los retos de la comunicación actual, los medios y la tecnología: redes, noticias falsas, lenguaje claro.

  • Conocer las actividades más novedosas para introducir la reflexión crítica en las clases de ELE.

  • Ser profesor de español, de formación profesional o de universidad.

B.- Heritage speakers: specific needs in specific contexts

In recent years, countries such as the United States and Canada, and especially in the university environment, have implemented Spanish teaching programs geared to natives of the language. But who are they and what are their needs that may be different from other learners? In this workshop we will detail their identity contexts,

We will discover their educational needs and navigate through the teaching resources that best suit them.

  1. ¿Quiénes son los hablantes de herencia?
    1.1. Conceptos básicos: identidad y diferencias con aprendientes de L2.
    1.2. La adquisición y el desarrollo de las lenguas de herencia.
  2. Las características de las lenguas de herencia.
    2.1. La lengua del hablante de herencia.
    2.2. Los objetivos de los cursos específicos para los hablantes de herencia.
     
  3. Hacia dónde y cómo debemos orientar la enseñanza de los hablantes de herencia.
    3.1. Aspectos léxicos.
    3.2. Aspectos morfológicos.
    3.3. Aspectos sintácticos.
    3.4. Necesidades extralingüísticas: factores socioculturales y afectivos.
  • Aprender a diferenciar al estudiantado dentro de los cursos para hablantes de herencia.
  • Conocer la realidad identitaria, cultural y lingüística de la lengua de herencia.
  • Entender las características lingüísticas del hablante de herencia.
  • Acercarse al diseño de actividades propias para los cursos para hablantes de herencia.
  • Ser profesor de español, de formación profesional o de universidad.

C.- Intercultural competence development course

Course aimed at teachers of Spanish as a foreign language, living outside of Spain.
 
A largely practical course, made up of many activities directly applicable to the classroom. Each section includes around 5 activities and offers plenty of material to be used in day-to-day classes.
 
In an increasingly globalized society, where relationships with people from other cultures are growing in frequency, it has become essential to acquire and develop skills to help us get by with ease in these cultural encounters and to be understood, to communicate successfully.
 
Unfortunately, when we communicate with people of a different culture, we don´t always take into account the series of values, beliefs, ways of thinking, feeling and behaving that are present in the encounter, in addition to the language, and that, at times, the other person doesn’t share. In such situations where two ways of perceiving reality collide, the interaction can even be frustrating.
 
  • Outlining the issue:
    • Concept of intercultural communication.
      • Intercultural competence according to the CEFR: 4 types of knowledge.
    • Development of intercultural competence.
    • The intercultural speaker.
      • The intercultural speaker according to the Cervantes Institute’s new curriculum.
    • The intercultural encounter.
      • Factors that influence intercultural encounters.
        • Situational factors.
        • Emotional factors.
        • Cognitive factors.
      • Cultural fusion and interculturality in the intralinguistic Spanish world.
      • Cultural and social beliefs and stereotypes.
      • Phonetic, syntactic and lexical features.
    • Cultural misunderstandings.
      • Causes of cultural misunderstanding.
  • Presentation and analysis of beliefs.
    • Quantitative data: teachers’ beliefs.
    • Qualitative data: interculturality in the classroom.
  • Teaching interculturality.
    • Introduction.
    • Principal methods for developing intercultural competence.
  •  

The primary objective is to improve intercultural communication, considering it as a social phenomenon, and as a situation characteristic of the Spanish language class, and to develop the intercultural competencies of the students. We want to delve into studying the consequences of cultural shock and communication difficulties that arise from a lack of knowledge or a poor grasp of sociocultural skills in students’ intercultural interactions. Throughout the course, the teacher will learn to face situations involving cultural misunderstandings, as such problems arise due to students’ difficulty to understand unfamiliar situations, whether they involve speaking or not. This misunderstanding is often due to a lack of experience of such situations or a lack of awareness of their existence.

Within this concept of interculturality, we’ve included the knowledge of diatopic variety in the Spanish language, in order to work on expressing oneself in a way that differentiates ‘s’ and ‘z’, and that integrates the pronunciation of the ‘ll’ sound as a ´y’ (yeísmo), as well as the inhalation of the letters ‘s’ or ‘r’ so that they aren’t heard. This linguistic variety in the Spanish language can be explained by cultural fusion of the past, given the existence of cultural communities as varied as those in the Caribbean, the Andes, Pampas or Andalusia.

The course is practical in nature as we want it to be of specific use to teachers of Spanish as a foreign language, and for it to help them in their profession.

  • Be a Spanish teacher.

D.- Course of methodology of teaching spanish and use of new technologies

Course aimed at teachers of Spanish as a foreign language living outside of Spain. Participants will have the opportunity to reflect and evolve their methodologies and techniques teaching incorporating the necessary knowledge to bring the use of new technologies to the classroom to a Students who live connected to social networks and technology in general.

  • The teaching of foreign languages. Role of the teacher. How to be the best teacher I can be.
  • Methodology of teaching foreign languages. Review and reflection.
  • Class planning.
  • New technologies in the ELE classroom;
    • Use of blogs in the ELE class
    • Use of Twitter in the ELE class
    • Instagram. The image and the learning of languages.
    • The case of Asia. Qq and Wechat.
  • Reflect on the work to teach Spanish as a second language or foreign language.
  • Observe and improve the teaching skills and techniques of each teacher.
  • Work on intercultural competence taking advantage of the immersion situation.
  • Learn to use new technologies in class, making language learning more attractive and close to your reality.
  • Encourage and promote the creation of own materials as a resource for the ELE class abroad.
  • Being a Spanish teacher, professional training or professor non-resident in Spain.
  • Have a B2 level of Spanish.

E.- Courses for Spanish teachers with CLIL methodology

Course aimed at teachers of regulated education.
The CLIL methodology is characterized by its innovative model where students improve communication skills in other languages, while reinforcing curricular content in other areas.
The aim of the course is for the participating teachers to become familiar with the methodology, learn to apply it and reflect on their role as a teacher in the current educational system.
  • Block 1: What is CLIL?
    • Introduction to the CLIL methodology.
    • Learning supported in tasks and projects and its relationship with CLIL.
    • Principles of the methodology.
    • The 4 main components:
      • Culture and content
      • Cognition and communication.
    • Subjects of Science, Technology, Mathematics and linguistic contents.
  • Block 2: Workshop for the organization of CLIL classes.
    • Planning in the CLIL methodology.
    • Linguistic content and activity planning.
    • Preparation of CLIL sessions.
  • Recognize the fundamental principles of CLIL as well as the features that differentiate it from other methodologies.
  • Analysis of the benefits of this methodology in different teaching and learning contexts.
  • Design and plan teaching units that are based on the CLIL methodology.
academiaalemanTraining Program for Spanish Teachers