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