Master Teaching English

F O R M A C I Ó N A D I S T A N C I A Y C O N C A M P U S V I R T U A L
MÁSTER
TEACHING ENGLISH AS A
FOREIGN LANGUAGE - TEFL
CURSO DE EXPERTO
- Postgraduate Diploma in Teaching English
as a Foreign Language
CURSOS DE ESPECIALISTA
- Certificate in Fundamental Issues
in Language Teaching and Learning
- Certificate in Applying the Principles Máster:
of Language Teaching and Learning
- Certificate in Language and Culture
Universidad Internacional Universidad

Iberoamericana Europea del
Atlántico
Universidad Universidad
de Jaén de Piura
Sedes FUNIBER
FUNDACIÓN UNIVERSITARIA IBEROAMERICANA
ESPAÑA (OFICINA CENTRAL): ITALIA: ANCONA

Paseo García Faria nº 29 UNIVERSITÀ POLITECNICA DELLE MARCHE
08005 Barcelona Dipartimento di Scienze Cliniche Specialistiche ed.
Teléfono: (34) 902 11 47 99 Odontostomatologiche Sez. Biochimica - Facoltà di Medicina -
©
Fax: (34) 902 19 76 58 Università Politecnica delle Marche - Via Ranieri, 65

E-mail: funiber@funiber.org Teléfono: (39) 071 220 4160
Fax: (39) 071 220 4123
E-mail: univpm@funiber.org
PORTUGAL: ANGOLA:
INSTITUTO PIAGET UNIVERSIDADE JEAN PIAGET DE ANGOLA
Av. João Paulo II, Lote 544, 2º Campus Universitário de VianaBairro Capalanka
1950-157 Lisboa - Portugal - Caixa Postal 81, Viana, Angola
Teléfono: (351) 218 316 506 Teléfono: 244 931675040
Fax: 00351 218 595 825 Teléfono: 00 351 218 316 506
E-mail: portugal@funiber.org E-mail: info.angola@funiber.org
CABO VERDE: MOZAMBIQUE:

UNIVERSIDADE JEAN PIAGET DE CABO VERDE Rua Alfredo Lawley nº 6 Bairro do Esturro
Campus Universitário Cidade da Praia Caixa Beira (Sofala)
Postal 775 Palmarejo Grande - Cidade da Praia Teléfono: (258) 23 324 024
Teléfono: 238 2609000 E-mail: info.mozambique@funiber.org
E-mail: caboverde@funiber.org
ARGENTINA: BOLIVIA:
Pasaje Enrique Santos Discépolo Nº 1859, Piso 7. Calle Bumberque Nro. 361
C1051AAA - Ciudad Autónoma de Buenos Aires. Santa Cruz, Bolivia
Teléfono internacional: (54) 11 4000 1150 Teléfono: (591-3) 339 8527
Teléfono local: (011) 4000-1150 Fax: (591-3) 339 8528
Fax: (011) 4000-1155 E-Mail: bolivia@funiber.org
E-mail: argentina@funiber.org
BRASIL: CHILE:
Rua Vento Sul, 126. Campeche. Florianópolis/SC - Brasil - Arzobispo Larraín Gandarillas, 70 ex. 260 Comuna:
CEP:88063-070 Providencia. CP. 7500955 Santiago de Chile
Teléfono: 55 (48) 3239 0000 Teléfono: (56-2) - 928 97 00
Fax: 55 (48) 3239 0002 Fax: (56-2) 341 7519
E-mail: brasil@funiber.org E-mail: chile@funiber.org
COLOMBIA: COSTA RICA: SAN JOSÉ
Calle 40 No 26 A - 08 Curridabat del Indoor Club 25 oeste, 75 norte
Barrio La Soledad - Bogotá D.C. Casa 4 A, Urbanización la Alameda
Teléfono: (57-1) 285 35 33 PBX: (506) 2280-4522
Fax: (57-1) 368 32 62 E-mail: costarica@funiber.org
E-mail: colombia@funiber.org
ECUADOR: EL SALVADOR:
Cdla. Kennedy Norte. Jerónimo Avilés Colonia San Benito, Av. Las Palmas No. 183, Interior del edif.
y Miguel H. Alcívar. Mz. 405, Solar 13. 2do. Nivel. Zona Rosa, San Salvador, El Salvador C.A.
PBX: 593-4-2682721 Teléfono: 00 (503) 2246-0173 - 76

E-mail: ecuador@funiber.org E-mail: elsalvador@funiber.org
GUATEMALA: HONDURAS: TEGUCIGALPA

8a avenida 28-20 zona 11, Colonia Granai & Towson I. Colonia Florencia Norte, Boulevar Suyapa, Edificio Metropolis,
Guatemala, Ciudad Torre 2, Piso 4 Local 20407, Frente a Emisoras Unidas
PBX: (502) 22043222 Teléfono principal: 00 (504) 2202 - 8960
Fax: (502) 24762885 Planta telefónica: 00 (504) 2270 - 7273 / 00 (504)
E-mail: guatemala@funiber.org E-mail: honduras@funiber.org
MÉXICO (OFICINA MÉXICO D.F.): MÉXICO (OFICINA GUADALAJARA):

Wisconsin, 38 Colonia Ampliación Nápoles Av. Niños Héroes # 2285 interior 108
Delegación Benito Juárez C.P. 03840 México D.F. Col. Moderna C.P. 44190 Guadalajara - Jalisco.
Teléfono: 01 (55) 5340 8370 Teléfono: 01 (33) 3630 1642
©
Lada sin costo: 01 800 112 0243 Llamada sin costo: 01 800 1120 243
Fax: (0155) 5523-9442 E-mail: guadalajara@funiber.org
E-mail: mexico@funiber.org
MÉXICO (OFICINA CHIAPAS): NICARAGUA:
Av. Central No. 1384 2° Piso De los semáforos de la Vicky 2 1/2 c al oeste (abajo),
Col. Moctezuma C.P 29000 Plaza Santrini, Modulo 5. Managua. Nicaragua
Tuxtla Gutiérrez, Chiapas. Teléfono: (505) 2270-5252
Teléfono: 01 (96) 1613 9910 E-mail: nicaragua@funiber.org
Lada sin costo: 01 (800) 8374 006
Fax: (961) 61 31354
E-mail: chiapas@funiber.org
PANAMÁ (OFICINA PANAMÁ): PANAMÁ (OFICINA CHIRIQUÍ):

Albrook. Edificio 868, 2º piso Consejo de Rectores de Urbanización La Zonde, Edificio de la Biblioteca
Panamá. El Dorado Zona 6, 0819-11767 Panamá, R.P. Oficina No. 4 Universidad Tecnológica de Panamá,
Teléfono: (507) 315-0696 Centro Regional Chiriquí
TeleFax: (507) 315-0963 Celular: (507) 6706-0580 - (507) 67473800
Celular: (507) 6678-1105 E-mail: doris.rodriguez@funiber.org
E-mail: panama@funiber.org
PARAGUAY: PERÚ:
Dr. Luis Migone 1433 c/ Dr. López Moreira Calle Chimu Cápac 163, Urbanización Los Rosales
Barrio Manora. Asunción, Paraguay C.P. 1771 Surco, Lima 33
Teléfono / Fax: (595) (021) 623 152 Teléfono: (511) 448 0200
Cell: (0981)968 928 y 0971 555774 Fax: (511) 273-3808
E-mail: paraguay@funiber.org E-mail: peru@funiber.org
PUERTO RICO: REPÚBLICA DOMINICANA:

Carr. 658 Km 1.3 Bo. Arenalejos Ave. 27 de Febrero, Esquina Seminario No.272,
Sector Palaches Arecibo, PR 00613 4to.Piso (entre la Ave. Winston Churchill y la Ave. Lincoln)
Teléfono: 1-787-878-2121 Teléfono: (809) 540-4720
Fax: (511) 273-3808 Tele-Fax: (809) 616-0501
E-mail: puertorico@funiber.org E-mail: republica.dominicana@funiber.org
URUGUAY: USA:
Cnel. Brandzen 1956 oficina 901 Bryant Park.1440 Broadway 23rd floor. NY, NY 10018
Edificio Cosmos 11200 Montevideo Teléfono: (1) 646 383 7291 - (1) 866 877 9857
Teléfono / Fax: (00598) 2409-4962 Tele-Fax: (1) 646 415 8402
E-mail: uruguay@funiber.org E-mail: usa@funiber.org
VENEZUELA: CARACAS
Av. Francisco de Miranda, Centro LidoTorre D,
Piso 4, Local 41 HQ Caracas - Chacao, 1060
PBX: (58) 212 9529409
E-mail: venezuela@funiber.org
©
© FUNDACIÓN UNIVERSITARIA IBEROAMERICANA
CONTENTS
••• Teaching English as Foreign Language
1. Introduction ........................................................................................................... 1
2. The TEFL Programme .......................................................................................... 2

2.1. Who is the programme for? ......................................................................... 2
2.2. Why an interuniversity programme? ............................................................ 4
2.3. Why by distance mode? .............................................................................. 4
3. Aims of the programme ........................................................................................ 5
3.1. General aims ............................................................................................... 5
3.2. Specific aims ................................................................................................ 6
©
4. Course structure ................................................................................................... 7

4.1. Length of the courses .................................................................................. 7
5. Course Contents ................................................................................................... 8
5.1. Master in Teaching English as a Foreign Language .................................. 8
5.2. PostGraduate Diploma (Curso de Experto) in Teaching English
as a Foreign Language ................................................................................ 9
5.3. Certificates (Cursos de Especialista) in Teaching English
as a Foreign Language ................................................................................ 10
6. Subject Descriptions ............................................................................................. 11
7. Credit transfer between the Master in TEFL and the Master in FOPELE ............. 14
7.1. Description of subjects specific to the FOPELE .......................................... 15
FUNI-TEFL_v3_20111215 i de ii
TE A C H I N G E N G L I S H AS FOREIGN LANGUAGE
8. Pedagogical approach .......................................................................................... 16

8.1. Methodology ................................................................................................ 16
8.2. Study materials ............................................................................................ 16
8.3. Course specific features .............................................................................. 18
8.4. The Virtual Campus ..................................................................................... 19
8.5. Tutorials ....................................................................................................... 21
8.6. Assessment ................................................................................................. 22
8.7. Feedback on assignments ........................................................................... 22
©
FUNI-TEFL_v3_20111215 ii de ii
TE A C H I N G E N G L I S H A S
FOREIGN LANGUAGE
1. Introduction
With English being the global language it is, providing quality training for professional
development becomes a must. In response to the growing demand in Europe and Latin America, as well
as in the rest of the world, for improvement in the quality and effectiveness of English language teaching
in both the public and the private sector, a number of Spanish and Latin American universities, in
collaboration with La Fundación Universitaria Iberoamericana (FUNIBER), have developed an
interuniversity programme in Teaching English as a Foreign Language (TEFL), specifically designed for
distance learning.
The programme aims to help practising 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 learner autonomy without losing sight
©
of elements of constant but flexible interaction, tailored to the specific needs of teachers in professional
development.
As a result, the material used has been designed to be accessed on the Internet, by means of a special
interface created for this reason. A central part of this type of teacher training being the virtual interaction,
by means of e-mail, discussion groups, chats etc., which bridges the geographical gap between the
different components of the course.
FUNI-TEFL_v3_20111215 1 de 24
2. The TEFL Programme

Our TEFL programme consists of three different courses:
♦ MASTER in Teaching English as a Foreign Language (TEFL).
(81 credits)
♦ Postgraduate DIPLOMA (Curso de Experto) in Teaching English as a Foreign Language.
(40 credits)
♦ CERTIFICATE (A,B,C) (Cursos de Especialista) in Teaching English as a Foreign Language.
(15, 12, 12 credits)
The Interuniversity Master, Diploma and Certificates in TEFL by Distance Education Mode represent
an innovation both in the field of postgraduate education and in the field of distance education. The
programme’s practical focus encourages students to reflect on and interpret the relation between theory
and practice, to adapt new ideas and strategies to their own contexts, and to test and appraise new teaching
techniques in their own classrooms. In the case of the Master, this gives students a foundation for
progressing to independent study at the end of the course, leading to a final dissertation (Final Project in
TEFL), and, potentially, further studies at the PhD level at any of the universities taking part in this
programme.
2.1. Who is the programme for?
The programme leading to the Master, Diploma (Curso de Experto) or Certificates (Cursos de
Especialista) in TEFL is intended for:
©
♦ Primary and secondary level English language teachers in public or private institutions.
♦ Teachers of EFL working in adult education.
♦ Graduates with relevant qualifications intending to work as English language teachers.
Holders of all degrees, irrespective of subject, can be considered for the programme as long as the
following requirements are fulfilled:
1. Academic requirements
♦ Master:
BA Honours (4 years of university studies) in a field relating to Educational Studies,
Languages or Social Sciences. Degrees in other areas will also be considered for admission
on the MA programme prior completion of the entry exam.
If the candidate has ample experience in the TEFL field and holds an Ordinary degree (3-
year degree), he/she may be admitted onto the MA course prior to individual evaluation by
the Academic Committee.
FUNI-TEFL_v3_20111215 2 de 24
♦ Diploma & Certificate:

University degree is needed in a field relating to Educational Studies, Languages or Social
Sciences, except for Certificate A, B and C. Degrees in other areas will also be considered for
admission on the MA programme prior to completion of the entry exam..
2. Teaching experience
For all the courses in TEFL (Master, Diploma, Certificates) a minimum of one year’s teaching
experience in ELT at any type of institution or in private tuition, is recommended. For the
Certificates, if the candidate has no previous teaching experience, he/she may be asked to do an
entrance exam before being admitted onto the course.
3. Linguistic requirements
All candidates who are non-native speakers of English will have to provide evidence of having
passed one of the following exams:
♦ Cambridge:
- Cambridge FCE (First Certificate) - grade A. (Grade B or C requires the entrance exam to be taken)
- Cambridge CAE (Advanced) or CPE (Proficiency) – any pass grade
♦ TOEFL:
There are 2 versions of this exam:
- Written version: a minimum of 550 points is required.
- Computer based version (CBT=Computer Based Test) is out of a total 300 points – a minimum of
230 points is required.
♦ Michigan Test:
ECEP (Examination for the Certification of Proficiency in English) – a pass.
©
The Michigan ECCE (Examination for the Certification of Competency in English) is not
accepted since the level is too low.
If the candidate does not have any of the above-mentioned certificates, and if he/she is not a
native English speaker, then he/she will have to sit the entrance exam. English certificates
from any other language schools will generally not be accepted, but may still be submitted
for evaluation by the teachers on the course. If no consensus is reached regarding the
qualification, the candidate will have to sit the entrance exam.
♦ Anyway, having English as an L1 doesn't presuppose that a student has the linguistic level
that this Masters demands. So, as a last resort, the company's management team of this
programme can demand that the candidates pass a test that proves that they possess the level
required.
FUNI-TEFL_v3_20111215 3 de 24
2.2. Why an interuniversity programme?
The TEFL Programme is the result of the collaboration between The Fundación Universitaria
Iberoamericana (FUNIBER) and the Spanish and Latin American Universities listed below:
- Universidad de Jaén (España)
- Universidad Europea Miguel de Cervantes (España)
- Universidad de Piura (Perú)
- Universidad Internacional Iberoamericana (Puerto Rico, EEUU)
FUNIBER has its origins in university projects for collaborative development set in the framework
of UNITWIN-UNESCO and EU Chairs and Networks.
FUNIBER follows the conclusions of the World Conference on Higher Education in the Twenty-
first Century: Vision and Action (Unesco, Paris, 1998), in which the need for intercultural education
based on quality and international co-operation through university networks is proclaimed.
The currently available systems of communication, which facilitate, among other things, quality
distance education, provide the universities with a means to extend their offer by bringing areas of higher
social demand at the best academic level to the students. The way to preserve these extremes is found in
the construction of University Networks.
FUNIBER has developed the TEFL programme, together with the collaborating universities, in
response to the demand for continuous education and in order to encourage the ability to act in real
contexts.
A team of teachers and specialists in English language teaching, Applied Linguistics and Foreign
Language teacher training, is responsible for the making and actualization of the course content and have
©
helped to develop a very comprehensive study programme, which takes into consideration the needs of
each geographical area.
2.3. Why by distance mode?
These distance education courses can be included in an educational model of a collaborative nature
that encourages interaction and provides access to the teaching experience of the participants in the
programme, both teachers and students alike, through discussion groups, debates and chats.
The programme designed for the Master, Diploma and Certificates in TEFL has many distinctive
features compared to other in-service teacher training programmes:
♦ It breaks away from the limited reductionist view that is generally had concerning on-line
distance education, where the student is merely provided with material and as such only
encouraged to engage in individualistic learning.
FUNI-TEFL_v3_20111215 4 de 24
♦ Along the lines of the above idea, special attention is paid to the processes that are essential to
ensure the quality and effectiveness of the training (collaborative and constructivist learning).
♦ The materials and the didactic resources have been specially designed to help you monitor and
assess your own progress.
♦ Access is offered to all bibliography that can be considered compulsory readings.
♦ Efficient and flexible channels of communication are available to deal with your queries
(telephone, fax, e-mail, and Internet).
♦ Students are offered constant support and multiple ways in which to communicate with teachers
and peers, both in relation to academic matters and to those of personal interest.
♦ You can apply your developing knowledge and skills to your work immediately.
♦ You can combine the programme parallel to your own commitments.
♦ You do not have to attend classes.
♦ There is no fixed time table.
♦ You have flexibility to study whenever you wish.

Distance education stands out as a powerful option in the present and future of our society. Being
able to offer quality on-line university degrees provides the universities with the dynamism and prestige
that prevents them from remaining static vis-à-vis this new, more democratic, concept of education.
3. Aims of the programme

©
The courses included in the programme fulfil the increasing demand for improvement in the
quality and effectiveness of the teaching of English as a foreign language.
3.1. General aims
The overall objective of the programme leading to the award of the Master, Diploma (Curso de
Experto) and Certificates (Cursos de Especialista) in TEFL is to provide a base for the development of the
academic and professional skills required to teach English in any of the various teaching-learning contexts
that exist. The aim thus being to complement professional practice with contemporary knowledge and
insights, concerning the nature of foreign language learning and teaching, and to develop the perceptions,
knowledge, resources and practical skills necessary to build on this theoretical base.
The promotion of critical reflection is one of the aspects, which define the very nature of the project,
and bridges the gap between a solid theoretical knowledge and its required practical application.
FUNI-TEFL_v3_20111215 5 de 24
3.2. Specific aims
) To provide a comprehensive understanding of the English teacher's work and to help develop
strategies for dealing with major aspects of this work, as much as possible within the context of
your own current or anticipated work situation.
) To acquaint you with current approaches to the study of language that are relevant to the field of
English language teaching and to help you develop, in the context of these approaches, a deeper
understanding of and sensitivity to the nature of language, language use and language
development.
) To emphasize individual professional growth and to enable you to pursue in greater depth new
aspects of English language teaching that are of particular interest, concern or relevance to you
personally.
) To provide students with the necessary support to be able to carry out action research in an
autonomous manner and, as a result, promote professional development.
In this way the programme's practical focus encourages you to:
) Reflect on and interpret the relation between theory and practice.

) Adapt new ideas and strategies to your own classroom situation.
) Test and appraise new teaching techniques in your own classrooms.
) Apply your analytical skills to specific problems or issues.
) Demonstrate your capacity to review and criticise current relevant literature and research within
ELT.
©
) Assess the advantages and disadvantages of particular strategies and programmes, which are
characteristic of current practice.
) Apply the knowledge and skills gained in the programme in a continuing process of improving
your own teaching and your students' learning.
A guiding principle of the programme is that the participating English teachers are viewed as
professional practitioners who through the course are involved in a process of professional development
that is directly related to, and located in, their current work situation.
FUNI-TEFL_v3_20111215 6 de 24
4. Course structure
In order to be awarded The Master, Diploma (Curso de Experto) and Certificates (Cursos de
Especialista) in TEFL the candidates have to obtain a certain number of credits1 . The table below
summarises the credits for each course.
CERTIFICATE A CERTIFICATE B CERTIFICATE C

DIPLOMA
MASTER (Cursos (Cursos (Cursos
(Curso de Experto)
de Especialista) de Especialista) de Especialista)
Course Work 51 credits 33 credits 18 credits 12 credits 12 credits
Practicum 10 credits 7 credits
Final Project 20 credits
Total Credits 81 credits 40 credits 18 credits 12 credits 12 credits
You have an option to choose which of the available courses most suits your individual needs. Each
of the above courses (the Master, Diploma and Certificates) functions separately. In other words, it is not
necessary to do any of the Certificates or the Diploma before doing the Master. You may decide to do one
or several Certificates (A, B, C), the Diploma, or the Master.
The Certificate courses can allow you to obtain credit transfer for a later enrolment on the
Postgraduate Diploma or Master in TEFL.
As specified further on in this dossier, you also have the possibility to, upon completion of the
Master in TEFL, transfer credits for the common subjects to the Master in FOPELE (teaching Spanish as
a Foreign Language).
©
4.1. Length of the courses
The following table summarises the length of each course:
COURSE LENGTH
Master 24 months
Diploma 18 months
Certificate A 8 months
Certificate B 4 months
Certificate C 4 months
1. These credits are for programs approved by Spanish Universities. In all other cases, they vary depending on the approving university.
FUNI-TEFL_v3_20111215 7 de 24
5. Course Contents 1
5.1. Master in Teaching English as a Foreign Language
A SECOND LANGUAGE LEARNING AND TEACHING 18 credits
1 Second language acquisition 3 credits
2 Teaching pronunciation 3 credits
3 Individual factors in the learner's development 3 credits
4 Observation and research in the language classroom 3 credits
5 Approaches to language in the classroom context 3 credits
6 Content Language Integrated Learning 3 credits
METHODOLOGIES AND MATERIALS IN LANGUAGE

B 18 credits
LEARNING AND TEACHING
1 Methodological approaches 3 credits
2 Developing language skills in the classroom 3 credits
Materials and resources in EFL - design, creation,

3
adaptation and evaluation 3 credits
Classroom management - techniques and reflections on

4 3 credits
practice
5 Computer Assisted Language Learning 3 credits

©
6 Teaching English through Translation 3 credits
C CURRICULUM AND COURSE DESIGN 15 credits
1 Tasks and projects 3 credits
2 Learning strategies 3 credits
3 English in the community 3 credits
4 Assessment and testing in the classroom 3 credits
5 Curriculum and course design - principles and practice 3 credits
D PRACTICUM / FINAL PROJECT 30 credits
1. These credits are for programs approved by Spanish Universities. In all other cases, they vary depending on the approving university.
FUNI-TEFL_v3_20111215 8 de 24
5.2. PostGraduate Diploma (Curso de Experto) in Teaching English as a Foreign

Language
5 Approaches to language in the classroom context 3 credits

B 15 credits

Materials and resources in EFL - design, creation, adaptation

3
and evaluation 3 credits
Classroom management - techniques and reflections on

4 3 credits
practice

©
D FINAL PROJECT / PRACTICUM 7 credits
FUNI-TEFL_v3_20111215 9 de 24
5.3. Certificates (Cursos de Especialista) in Teaching English as a Foreign Language
FUNDAMENTAL ISSUES IN LANGUAGE

A 18 credits
TEACHING AND LEARNING
1 Methodological Approaches 3 credits
2 Second Language Acquisition 3 credits
3 Classroom Management 3 credits
4 Materials and Resources in EFL 3 credits
5 Developing Language Skills in the Classroom 3 credits
6 Individual Factors 3 credits
APPLYING THE PRINCIPLES OF LANGUAGE TEACHING

B 12 credits
AND LEARNING
1 Observation and Research in the Language Classroom 3 credits
2 Tasks and Projects 3 credits
3 Learning Strategies 3 credits
4 CALL 3 credits
C LANGUAGE AND CULTURE 12 credits
1 Teaching English through Translation 3 credits

©
2 Approaches to Language 3 credits
4 Content & Language Integrated Learning 3 credits
FUNI-TEFL_v3_20111215 10 de 24
6. Subject Descriptions
A) S ECOND LANGUAGE LEARNING AND TEACHING
1. Second language acquisition (3 credits)
This subject introduces the main models of second language acquisition and explores their
implications for classroom teaching. First language acquisition is also considered and parallels are drawn
between the two processes. The influence of context on second language acquisition is explored, and you
are encouraged to reflect on the factors, which may affect the language acquisition of learners in your
particular context.
2.Teaching pronunciation (3 credits)
This subject provides a formal introduction to the field of phonetics and phonology in the English
language. Aspects of phonology such as stress, intonation and sounds are examined in some detail.
Current debates over the teaching of phonology are reviewed, and we examine the practical implications
for the teaching of pronunciation in the classroom.
3. Individual factors in the learner's development (3 credits)
All classrooms are made up of groups of individuals each with their own life experience, patterns of
language, emotional and intellectual development, and learning styles. Recently, research has put
increasing emphasis on the role of individual factors in the learner’s language development. This subject
looks at the cognitive, affective, physical and psychological factors, which influence the individual’s
language learning. Constructs such as intelligence, aptitude, motivation and personality are critically
examined.
©
4. Observation and research in the language classroom (3 credits)
This subject introduces the major research traditions and the views of knowledge that underpin
them. Current approaches to classroom research are explored, as is the assumption that all observation is
selective and culturally constructed. This subject provides a solid base of knowledge and techniques from
which to approach your Practicum and Final Project.
5. Approaches to language in the classroom context (3 credits)
This subject provides an introduction to the most important current psycholinguistic and
sociolinguistic theories. We examine how perceptions towards the nature of learner language have
changed over the last few decades. The concept of interlanguage is explored in depth, and research into
classroom interaction is critically reviewed. We also look at the role of input in language learning, and the
current psycholinguistic notions of ’noticing’ and ’restructuring’ are presented.
FUNI-TEFL_v3_20111215 11 de 24
6. Content & Language Integrated Learning (3 credits)
CLIL (Content & Language Integrated Learning) looks like a good candidate for the next
revolution in language teaching, although its growing tentacles reach out into other areas of the
curriculum and force us to consider more seriously the role of content, how we define that content, how
we choose it and how we can teach it more effectively. CLIL also raises interesting questions about the
relationship between language and cognition that are too often neglected at classroom level. This subject
looks at its brief history, its theoretical bases, and how it might represent the future of language teaching.
B) M ETHODOLOGIES AND MATERIALS IN LANGUAGE LEARNING AND TEACHING
1. Methodological approaches (3 credits)
This subject familiarises you with the main methodological approaches in ELT. Methods such as
Grammar-Translation, the Audio-lingual Method and the Direct Method etc. are reviewed historically.
Contemporary approaches such as humanistic, communicative, lexical and learner-centred approaches
are discussed, and the notion of ‘method’ is analysed in depth.
2. Developing language skills in the classroom (3 credits)
This subject looks in detail at approaches to the teaching of the macro skills of listening, speaking,
reading and writing in ELT. Current views based on recent research into these skills are presented, and the
teaching of grammar and vocabulary are also examined. A range of practical classroom activities and
teaching techniques for developing learners’ use of the language are evaluated.
3. Materials and resources in EFL - design, creation, adaptation and evaluation

(3 credits)
This subject includes an examination of EFL materials (textbooks and supplementary materials)
©
that are currently used in the profession, and explores their strengths and weaknesses in relation to
features of context and curricula. Principles of materials evaluation are identified and prioritised. The
process of materials design, creation, trial and revision in specific teachings contexts is highlighted.
4. Classroom management techniques and reflections on practice (3 credits)
This subject identifies some of the key features of management in classrooms, such as classroom
talk, corrective feedback, group work and the use of L1. Current views on mixed ability teaching and
discipline are also touched on. The important area of teachers’ beliefs, known as ‘teaching thinking’, is
covered thoroughly.
5. Computer Assisted Language Learning (CALL) (3 credits)
This subject introduces students to the ways in which computer software can be used to develop
learners' language skills and examines how CALL relates to teaching methodologies. You will be made
aware of the issues involved in using computers to assist language learning. You will evaluate software
including developments in multimedia software and Internet applications.
FUNI-TEFL_v3_20111215 12 de 24
6. Teaching English through Translation (3 credits)
This subject, written by the University of Vigo, starts with a brief history of translation as an
introduction to how translation can be used in the EFL classroom. The differences between teaching
translation as a subject per se and as a tool in the teaching of a foreign language are also explored, and
different approaches to how translation can be used to enhance the learning process, even in
communicative classrooms, are considered.
C) C URRICULUM AND COURSE DESIGN
1. Tasks and Projects (3 credits)
This subject presents an approach to teaching structured around tasks and projects. We examine the
structure of a learning task, its components, and the effective sequencing of different types of tasks within
units of work (’unidades didácticas’). The criteria for the evaluation of tasks are examined, and the current
debate on the need for a focus on form in tasks is reviewed. We analyse the implications of task-based
teaching for syllabus and curriculum design, specifically in the context of project work.
2. Learning strategies (3 credits)
This subject examines research into learning strategies, and considers how we can encourage our
students to develop these further. Taxonomies of learning strategies are presented and related to current
trends in ELT course books.
3. English in the community (3 credits)
This subject on sociolinguistics looks at the social and cultural context in which language is situated
and in which it is learned. The global position of English will be explored to gain a better understanding
of its future status, its likely expansion or decline. We examine how gender and race affect language use, as
©
well as the notion of language shift. Important current issues such as the social implications of
bilingualism are also explored.
4. Assessment and testing in the classroom (3 credits)
This subject looks at the purposes which assessment serves and describes current practices and
trends in assessment and testing in ELT. The fundamental principles of testing are examined, and both
formal and informal approaches to testing are explored.
5. Curriculum and course design - principles and practice (3 credits)
This subject looks at models of curriculum and course design, and their planning, implementation
and evaluation in a variety of national contexts. Two main paradigms of curricula are presented, and the
principles of syllabus design are examined in depth. An outline of the most significant syllabus types is
provided.
FUNI-TEFL_v3_20111215 13 de 24
F INAL PROJECT IN TEFL
Once you have completed the study programme for the Master in TEFL, you will need to carry out
your Final Project. Broadly speaking, the Final Project consists of choosing a topic in which you are
interested and doing a monographic project on it. The project can be practical and classroom-oriented
(e.g. teachers that want to improve their teaching practice) or it can be research-oriented (e.g. teachers that
want to research into applied linguistics in the TEFL field).
7. Credit transfer between the Master in TEFL

and the Master in FOPELE
FUNIBER’s Department of Teacher Development also offers, parallel to the TEFL programme, the
programme “Formación de profesores de español como lengua extranjera - FOPELE" (Teaching
Spanish as a Foreign Language), and gives you the possibility to transfer credits between the two
programmes. In order to do this, the student has to choose which programme to study as the first Master,
and then, once the course is completed, continues to study the course specific subjects for the other
programme.
The common course contents are as follows:

©

B 15 credits
Materials and resources in EFL - design, creation, adaptation and

3
evaluation 3 credits
4 Classroom management - techniques and reflections on practice 3 credits
FUNI-TEFL_v3_20111215 14 de 24
2 Learning strategies 3 credits
3 Assessment and testing in the classroom 3 credits
4 Curriculum and course design - principles and practice 3 credits
D SPECIFIC SUBJECTS MASTER FOPELE 15 credits
1 La comunicación y la adecuación pragmalingüística 3 credits
2 Lengua, cultura y bilingüismo 3 credits
3 Prolegómenos a una gramática aplicada del español 3 credits
4 El español y sus variedades 3 credits
5 Enseñanza del léxico 3 credits

E PRACTICUMa 10 credits
F FINAL PROJECT 20 credits

a. A separate Practicum and Final Project has to be written up in Spanish for the Master in
FOPELE .
Students who decide to enrol on both courses from the beginning will benefit from
reduced enrolment fees.
7.1. Description of subjects specific to the FOPELE

©
1. La comunicación: Sociolingüística y Pragmática (3 créditos)
Lengua y contexto. Procedimientos utilizados para la cohesión y coherencia del discurso oral y
escrito. Los actos de habla y las funciones comunicativas. Estructuras linguísticas correspondientes a las
distintas situaciones de comunicación. La adecuación contextual: registros del español.
2. Lengua, cultura y bilingüismo (3 créditos)
Análisis de la relación entre lengua y cultura. La comunicación no verbal. Intercomprensión;

Interlenguaje; Interculturalidad. Variedades culturales de las comunidades hispanohablantes. Desarrollo
del bilingüismo y del multilingüismo.
3. Gramática aplicada del español (3 créditos)
Gramática y pronunciación del español: la lengua como sistema. Introducción a la fonética y a la

fonología del español. La consideración teórica de estas materias se complementa con un examen
FUNI-TEFL_v3_20111215 15 de 24
detallado de la forma en que la teoría se traduce en la práctica didáctica, y se evalúan diversos libros de
texto actuales de español como lengua extranjera.
4. El español y sus variedades (3 créditos)
Situación del español actual en el mundo hispánico: unidad y diversidad.

Español o castellano: ¿cuestiones terminológicas? Caracterización de las variedades diatópicas del
español. Descripción de las variedades socioculturales y diafásicas. El español ejemplar como modelo para
la enseñanza de E/LE.
5. La enseñanza del léxico

(3 créditos)
El léxico español: origen y desarrollo; principales aportaciones. La lexicogénesis del español:

principales recursos creativos. ¿Cómo significan las palabras? Tipos de relaciones entre significados.
Propuestas para la enseñanza del léxico a los alumnos de E/LE. La fraseología del español y su lugar en la
enseñanza del léxico.
8. Pedagogical approach
8.1. Methodology
The programme does not consist simple of the delivery of content, but rather, just as in the case of
face-to-face courses, it includes a series of pedagogical aspects aimed at promoting collaborative learning
(between peers and teachers). All the courses are based on the following methodological concepts:
©
♦ Learning as a collaborative undertaking.

♦ A dynamic and constructivist concept of teaching and learning.
♦ Promotion of critical reflection on one’s own teaching practice and beliefs.
♦ An approach based within the framework of action-research.
♦ Cohesive and multicultural groups.
8.2. Study materials
The study programme for the Master, Diploma and Certificates in TEFL has been subjected to
rigorous educational planning processes, and it offers a very high standard in terms of study materials and
teaching resources.
FUNI-TEFL_v3_20111215 16 de 24
At the beginning of each term you will receive a set of high quality distance learning materials.
These have been written by specialists from FUNIBER, and from the universities participating in the
TEFL programme. The course methodology has been tried and tested, reflecting the expertise acquired
over the years, both in the field of distance education and in the field of TEFL, and it is thus of the highest
standard. The course content is continually updated, which ensures its relevance to the context of teaching
English as a Foreign Language.
The course is divided into three main modules, Module A (Second Language Learning and
Teaching), Module B (Methodologies and Materials in Language Learning and Teaching) and Module C
(Curriculum and Course Design). Each term you will receive the study materials for three or four subjects
taken from these main core areas.
Each of the Certificates constitutes a selection of subjects from the three modules Second Language
Learning and Teaching, Methodologies and Materials in Language Learning and Teaching or
Curriculum and Course Design.
The study material for each subject includes the following:
♦ A preliminary introduction stating the general objectives of the subject.
♦ The subject contents, including theory and pedagogical implications.

♦ Tasks to help you reflect on what you are reading.
♦ Suggestions for further reading.
♦ A complete bibliography for the subject.
♦ The assignment.
♦ Key supplementary readings on the subject.
©
♦ A specialised glossary of key terms in English and Spanish.

♦ Access to recommended readings.
The Master, Diploma and Certificates in TEFL programmes do not assume that you have prior
knowledge of a particular subject. Thus, emphasis is given to simplicity of style in the study materials and
clear explanations of technical terms.
Case studies and practical classroom work are included in the study materials to ensure that they relate
directly to your current or future professional experience.
FUNI-TEFL_v3_20111215 17 de 24
Figure 1. Study materials.

8.3. Course specific features
The main features of the programme are the individual flexibility and the continuous feedback
provided by the teachers as well as the ample possibilities to communicate with both teachers and peers
alike by means of the Virtual Campus. These aspects foster motivation and allow each student to adapt
and plan the coursework according to his/her specific needs and available time. There are also a number
of ways for students to communicate with each other, such as the Group Discussion Lists, the VC e-mail
©
and the Coffee Shop.
8.3.1. Flexibility of study
Most people choose distance education programmes because they are looking for more flexibility
than conventional, full-time study offers, so the Master, Diploma and Certificates in TEFL programmes are
designed on the assumption that you may want to vary the time you spend on it.
Tools such as the discussion groups, debates and chats, in addition to the teacher support, constitute
motivational factors in the learning process.
8.3.2. Guidance
Another important feature of the courses is the continuous support and guidance offered by the
teachers. The new system of teacher distribution where each teacher is responsible for one whole term also
FUNI-TEFL_v3_20111215 18 de 24
ensures that students have an added stability in their studies. In addition to the teacher guidance, the
student will also find ample support by the other students on the course by ways of the various means of
communication that the programme offers. In this way, the student is never alone in the learning process,
having access to both peers and teachers at all times. Collaborative learning is considered to be the essence
of academic development, and in this case, also of the professional development the students take part in
on the course. Following this same line, students are also encouraged to form study groups.
8.4. The Virtual Campus
As a pioneer in the field of distance education La Fundación Universitaria Iberoamericana, has set up
a Virtual Campus, which is accessed via the Internet. The Virtual Campus offers you the possibility of
making direct contact with peers working on the course at your own and other universities, and discussing
issues and questions arising from the course materials. teachers also regularly participate in discussions,
monitoring and synthesising participants’ contributions on topics, and informing participants of websites
where additional information (such as articles published in on-line ELT journals, or webcasts) may be
found.
Apart from the enormous potential for making direct and continued contact with peers and
teachers, you will be able to access the course materials themselves on-line, and to submit assignments via
the Virtual Campus (VC).
The virtual campus has been developed following a definite pedagogical approach, according to the
criteria detailed below:
♦ Students can use the Virtual Campus as a complement to the written material, as well as
accessing the compulsory readings, with no additional cost.
♦ The Virtual Campus is a complement to the actual learning experience in that it provides access
©
to a number of additional resources such as the course materials, bibliography, recommended

web sites, self-evaluation and feedback, glossaries, etc.
♦ The Virtual Campus provides you with the means to exchange opinions and experience with
students and teachers alike by means of the discussion lists, the VC e-mail and the Coffee Shop
(a space provided for you to interact with the whole student community), consult the Events
Calendar, where you can find information on which EFL events are taking place all over the
world, and you also have the possibility to participate in the on-line chats and debates that are
held for each subject and that will, without doubt, prove to be an enriching and useful
experience.
FUNI-TEFL_v3_20111215 19 de 24
Figure 2. The Virtual Campus.

©
At the beginning of the course, each student is provided with an individual password and a user
name to allow access to the Virtual Campus.
In addition to this, the first two weeks before the course officially starts consist of an orientation
period to the use the VC. Consequently, you do not need any previous IT-knowledge to enrol on the
course.
During the Orientation Period, students take part in a series of socialization tasks in order to get to
know each other while learning how to use the virtual campus (sending internal mails, opening and
sending attachments, read on-line articles etc.). These two initial weeks of orientation have proved to be
extremely useful, and at times even crucial for the establishment of group dynamics.
FUNI-TEFL_v3_20111215 20 de 24
©
Figure 3. Contents and Self-evaluated Tasks.
8.5. Tutorials
The subjects are organized in academic periods called ‘tutorials’ that have a length of a month or a
month and a half. During the tutorships of a subject, the student must focus on working with the contents,
asking the teacher for doubts or other issues and participating in the active academic activities: debates,
case analysis, etc.
FUNI-TEFL_v3_20111215 21 de 24
Figure 4. The Course e-mail.
8.6. Assessment
©
The assessment process for the Master, Diploma and Certificates in TEFL, aims to maximise
successful outcomes for students. Due to the practical nature of the courses, there are no examinations as
such. Instead, a variety of methods for assessing performance are used including the submission of written
assignments, reports, the creation of didactic materials, etc.
Your course teacher(s) will mark your assignments, and you will receive detailed feedback on your
work through the Virtual Campus.
8.7. Feedback on assignments
In the context of distance education, feedback on written work is extremely important, as it provides
direct contact with a teacher, and serves as an index of your progress on the course. As such, it is an
essential part of the programme and one that we devote a lot of time and effort to.
FUNI-TEFL_v3_20111215 22 de 24
Our aim in giving detailed feedback is to provide you with the opportunity to improve future
assignments, and, in more general terms, to be able to grow and develop professionally via the course.
To summarise: these programmes in TEFL, aimed at further teacher development, allow for a
flexible and autonomous learning experience while at the same time providing the student with a range of
means to communicate and interact with teachers and peers on the course. All this is possible using the
multimedia base of the Virtual Campus that not only provides an important access to the course content
and academic resources, but also a means to bridge the geographical gaps between all the components on
the course, providing the student with continuous support and guidance.
Without doubt, enrolling on any course in professional development will influence your career
and expertise. If on top of that you can do so in your own time, at the place of your choice and allowing
you to fuse your personal duties with your academic ones while still having access to quality material and
qualified teachers, then the experience is bound to be a success!
©
FUNI-TEFL_v3_20111215 23 de 24
©
FUNI-TEFL_v3_20111215 24 de 24

Master Teaching English

Încărcat de

Informații document

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Master Teaching English

Încărcat de

Drepturi de autor:

Formate disponibile

F O R M A C I Ó N A D I S T A N C I A Y C O N C A M P U S V I R T U A L

Universidad Internacional Universidad

ESPAÑA (OFICINA CENTRAL): ITALIA: ANCONA

Fax: (34) 902 19 76 58 Università Politecnica delle Marche - Via Ranieri, 65

CABO VERDE: MOZAMBIQUE:

PBX: 593-4-2682721 Teléfono: 00 (503) 2246-0173 - 76

GUATEMALA: HONDURAS: TEGUCIGALPA

MÉXICO (OFICINA MÉXICO D.F.): MÉXICO (OFICINA GUADALAJARA):

PANAMÁ (OFICINA PANAMÁ): PANAMÁ (OFICINA CHIRIQUÍ):

PUERTO RICO: REPÚBLICA DOMINICANA:

••• Teaching English as Foreign Language

2. The TEFL Programme .......................................................................................... 2

4. Course structure ................................................................................................... 7

8. Pedagogical approach .......................................................................................... 16

2. The TEFL Programme

2.1. Who is the programme for?

♦ Diploma & Certificate:

- Cambridge CAE (Advanced) or CPE (Proficiency) – any pass grade

2.2. Why an interuniversity programme?

2.3. Why by distance mode?

♦ You have flexibility to study whenever you wish.

3. Aims of the programme

3.1. General aims

3.2. Specific aims

) Reflect on and interpret the relation between theory and practice.

CERTIFICATE A CERTIFICATE B CERTIFICATE C

Course Work 51 credits 33 credits 18 credits 12 credits 12 credits

Practicum 10 credits 7 credits

Final Project 20 credits

Total Credits 81 credits 40 credits 18 credits 12 credits 12 credits

4.1. Length of the courses

The following table summarises the length of each course:

5.1. Master in Teaching English as a Foreign Language

A SECOND LANGUAGE LEARNING AND TEACHING 18 credits

1 Second language acquisition 3 credits

2 Teaching pronunciation 3 credits

3 Individual factors in the learner's development 3 credits

4 Observation and research in the language classroom 3 credits

5 Approaches to language in the classroom context 3 credits

6 Content Language Integrated Learning 3 credits

METHODOLOGIES AND MATERIALS IN LANGUAGE

LEARNING AND TEACHING

1 Methodological approaches 3 credits

2 Developing language skills in the classroom 3 credits

Materials and resources in EFL - design, creation,

Classroom management - techniques and reflections on

5 Computer Assisted Language Learning 3 credits

6 Teaching English through Translation 3 credits

C CURRICULUM AND COURSE DESIGN 15 credits

1 Tasks and projects 3 credits

2 Learning strategies 3 credits

3 English in the community 3 credits

4 Assessment and testing in the classroom 3 credits

5 Curriculum and course design - principles and practice 3 credits

D PRACTICUM / FINAL PROJECT 30 credits

5.2. PostGraduate Diploma (Curso de Experto) in Teaching English as a Foreign

A SECOND LANGUAGE LEARNING AND TEACHING 15 credits

1 Second language acquisition 3 credits

2 Teaching pronunciation 3 credits

3 Individual factors in the learner's development 3 credits

4 Observation and research in the language classroom 3 credits

5 Approaches to language in the classroom context 3 credits

METHODOLOGIES AND MATERIALS IN LANGUAGE

1 Methodological approaches 3 credits