Especialización en Communication Strategies in an English Classroom

Módulo 1. Reading comprehension

1.1. L2 Reading at Secondary School

1.1.1. Metacognition and reading
1.1.2. Reading strategies
1.1.3. Motivation and reading
1.1.4. The Matthew Effect in reading

1.2. Types of Reading

1.2.1. Reading in the L2 classroom
1.2.2. Intensive reading
1.2.3. Extensive reading

1.3. Reading comprehension strategies

1.3.1. Definition and taxonomy of reading strategies
1.3.2. Bottom-up and top-down strategies
1.3.3. Explicit instruction in strategies
1.3.4. Strategies to improve fluency and comprehension

1.4. Graphic organizers, concept and mind maps

1.4.1. Graphic organizers to improve reading
1.4.2. Types of graphic organizers
1.4.3. Differences between graphic organizers, concept maps and mind maps
1.4.4. Concept maps and reading

1.5. Dialogic reading

1.5.1. Basis of the dialogic reading
1.5.2. Reading godmothers and godparents in english
1.5.3. Accompanied reading in english
1.5.4. Tutoring library

1.6. English literature in the ESL classroom

1.6.1. The role of literature in the ESL classroom
1.6.2. Literature introduction through readers
1.6.3. Dialogic literary gatherings in the bilingual classroom

1.7. Storytelling and Reading out loud

1.7.1. Storytelling in the classroom
1.7.2. Read or tell stories
1.7.3. Storytelling as a tool for L2 teaching
1.7.4. Digital storytelling for secondary students
1.7.5. Students reading aloud
1.7.6. Teachers reading aloud

1.8. Picture books at secondary school

1.8.1. Reasons to use picture books in the secondary classroom
1.8.2. Definition and characteristics of a picture book
1.8.3. Selection criteria
1.8.4. Activities and strategies of use
1.8.5. Picture books for secondary students

1.9. School library, literacy centers and Reading in L2

1.9.1. Aims of secondary school library
1.9.2. The ESL school library
1.9.3. Reading corners in class
1.9.4. Literacy center in secondary classroom

1.10. Reading comprehension assessment

1.10.1. Comprehension reading levels
1.10.2. Assessment of reading comprehension
1.10.3. Use of test for reading assessment
1.10.4. Assessing ESL Reading comprehension through rubrics

Módulo 2. Oral skills. Listening and Speaking

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

2.1.1. Redundancy
2.1.2. Noise
2.1.3. Understanding colloquial language
2.1.4. Listening to english as a foreign language
2.1.5. Fatigue
2.1.6. Understanding different accents
2.1.7. Best listening materials

2.2. Classroom activities

2.2.1. Listening exercises
2.2.2. L2 or L1?
2.2.3. Preparation to real life hearing conversation
2.2.4. Entertainment

2.3. Perception for listening

2.3.1. Listening in the classroom
2.3.2. Cognitive processes in listening

2.3.2.1. Top-down and bottom-up processing
2.3.2.2. Controlled and automatic processing
2.3.2.3. Perception, parsing, and utilization
2.3.2.4. Metacognition

2.3.3. Perception for Listening in a colloquial language used in real life
2.3.4. Cultural differences to perception for listening
2.3.5. Improving listening comprehension skills

2.4. Colloquial language

2.4.1. Introduction to the colloquial language 1
2.4.2. What the colloquial language 1 is?
2.4.3. Colloquial language and swearing words 2
2.4.4. Colloquial language to promote the listening comprehension

2.5. Pictures

2.5.1. Identifying and ordering
2.5.2. Altering and marking
2.5.3. Maps. Naming features
2.5.4. Alterations
2.5.5. Ground-plans

2.6. Evaluation of listening comprenhension

2.6.1. The meaning of evaluation
2.6.2. Designing an assessment system

2.6.2.1. Overall plan
2.6.2.2. Content definition
2.6.2.3. Test specifications
2.6.2.4. Item development
2.6.2.5. Test design and assembly
2.6.2.6. Test production
2.6.2.7. Test administration
2.6.2.8. Scoring examination responses
2.6.2.9. Establishing passing scores
2.6.2.10. Reporting examination results
2.6.2.11. Item banking
2.6.2.12. Test technical report

2.6.3. Languages evaluation within the CEFR
2.6.4. Evaluation of listening comprehension process

2.7. How to teach speaking: strategies and methods?

2.7.1. Introduction
2.7.2. How to engage students in speaking?
2.7.3. How to teach speaking?
2.7.4. Strategies to teach speaking skills
2.7.5. Methods to teach speaking

2.8. Speaking in class: communication strategies

2.8.1. Introduction
2.8.2. Communication strategies: definition
2.8.3. Non-verbal communication strategies in class
2.8.4. Verbal communication strategies in class
2.8.5. Relationship between nonverbal and verbal communication strategies

2.9. English pronunciation, stress and intonation

2.9.1. Introduction
2.9.2. Pronunciation
2.9.3. Stress
2.9.4. Intonation
2.9.5. Relation between speaking and listening comprehension
2.9.6. Methods to teach pronunciation

2.10. Evaluation of speaking

2.10.1. Introduction
2.10.2. The meaning of evaluation and assessment
2.10.3. Effective evaluation and assessment
2.10.4. Rubric: definition
2.10.5. Assessment rubrics design
2.10.6. Developing a rubric to evaluate speaking
2.10.7. Other methods of evaluating speaking skills

Módulo 3. Writing in L2 (English)

3.1. The meaning of writing in L2 (english)

3.1.1. Introduction
3.1.2. Definition of writing
3.1.3. Differences between spoken and written language
3.1.4. The writing process

3.1.4.1. Content
3.1.4.2. Audience
3.1.4.3. Purpose

3.1.5. Benefits of writing

3.2. Writing skills development

3.2.1. Introduction
3.2.2. The process approach
3.2.3. The product approach
3.2.4. Comparison between both approaches
3.2.5. Activities to develop writing skills

3.3. Relationship between writing and grammar

3.3.1. Introduction
3.3.2. Meaning of grammar
3.3.3. How to teach grammar?
3.3.4. Importance of grammar in writing
3.3.5. Style
3.3.6. Punctuation

3.4. Scaffolding writing skills

3.4.1. Introduction
3.4.2. Meaning of scaffolding
3.4.3. Scaffolding students’ writing
3.4.4. Scaffolding the writing process

3.4.4.1. Prewriting
3.4.4.2. Drafting
3.4.4.3. Revising
3.4.4.4. Editing
3.4.4.5. Publishing

3.4.5. Teachers’ role in the scaffolding writing skills process

3.5. Poetry and writing

3.5.1. Introduction
3.5.2. Meaning of poetry
3.5.3. Poetry in class
3.5.4. Types of poems
3.5.5. Picture poems
3.5.6. Haiku
3.5.7. Pattern poems
3.5.8. Songs
3.5.9. Free verse
3.5.10. Benefits of integrating poetry in class

3.6. Writing for academic purposes

3.6.1. Introduction
3.6.2. Meaning and principles of academic writing
3.6.3. Types of academic writing
3.6.4. Use of sources
3.6.5. Importance of avoiding plagiarism

3.6.5.1. When to quote?
3.6.5.2. When to paraphrase?

3.7. Creative writing

3.7.1. Introduction
3.7.2. What creative writing means?
3.7.3. Tips to facilitate creative writing in class

3.7.3.1. Breaking the writer’s block

3.7.4. Activities to practice creative writing in class

3.8. Collaborative writing strategies and activities

3.8.1. Introduction
3.8.2. What collaborative writing means?
3.8.3. Collaborative writing strategies
3.8.4. Role of teachers and students in collaborative writing

3.8.4.1. Tips for teachers to support collaborative writing

3.8.5. Collaborative writing activities

3.9. Web 2.0 and social media to promote promote writing

3.9.1. Introduction
3.9.2. What web 2.0 and social media mean?
3.9.3. Web 2.0 technologies and services

3.9.3.1. Blogs
3.9.3.2. Wikis
3.9.3.3. Other tools

3.9.4. Innovation thanks to web 2.0 and social media

3.10. Evaluation of writing skills

3.10.1. Introduction
3.10.2. The meaning of evaluation and assessment
3.10.3. Strategies to improve the evaluation of writing
3.10.4. Rubric: what it is and how to create one
3.10.5. Writing conventions: symbols used to correct writings