Máster Online en

Educación en Secundaria y Bachillerato Bilingüe

Máster Online enEducación en Secundaria y Bachillerato BilingüeModalidad: OnlineDuración: 12 mesesTitulación: Universidad UCV60 créditos ECTSHoras lectivas: 1500 h.Acceso web: cursosdocencia.co/maestrias/maestria-educacion-secundaria-bachillerato-bilingue

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El interés profesional de este programa es que proporciona al alumno conocimientos pedagógicos teóricos y prácticos en cuanto a la enseñanza y aprendizaje de una segunda lengua. El alumno además adquiere capacidad de análisis y elaboración de programaciones y material didáctico para lograr una enseñanza de calidad.

Los objetivos formativos de este máster responden a las necesidades urgentes de formación permanente de profesionales cualificados en las primeras etapas educativas que, de acuerdo con el principio de formación a lo largo de la vida, necesitan reciclar sus conocimientos y adaptar su actividad profesional a nuevas demandas sociales y que están aspirando masivamente a integrar a sus centros en las redes bilingües creadas por la Administración.

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Módulo 1. Fundamentos de la educación bilingüe1.1. What is bilingualism?

1.1.1. Terminology. 1.1.1.1. Dimensions of bilingualism. 1.1.1.2. Labels and distinctions.1.1.2. Bilingual ability. 1.1.2.1. The four language abilities. 1.1.2.2. A fifth area of language competence. 1.1.2.3. Conversational fluency and academic language competence.1.1.3. An individual’s use of bilingualism. 1.1.3.1. Use and function of an individual’s two languages. 1.1.3.2. Language choice.1.1.4. The benefits of bilingualism . 1.1.4.1. Bilingualism and intelligence. 1.1.4.2. Bilingualism and the brain. 1.1.4.3. Bilingualism and creative thinking.1.1.5. Is bilingualism really an advantage? 1.1.5.1. Underachievement: explanations. 1.1.5.2. Bilingual education and special needs.1.1.6. The structure of language competence. 1.1.6.1. Canale and Swain’s model of language competence. 1.1.6.2. Bachman’s model of language competence.1.1.7. Immersion bilingual education. 1.1.7.1. Types of immersion bilingual education. 1.1.7.2. Core features and variable features.1.1.8. Bilingual education in majority languages. 1.1.8.1. International schools. 1.1.8.2. European schools’ movement.1.1.9. Key factors in Bilingual schooling. 1.1.9.1. Sociocultural factors. 1.1.9.2. Linguistic factors. 1.1.9.3. Academic factors. 1.1.9.4. Cognitive factors.

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1.1.10. Advancing the effectiveness of bilingual education. 1.1.10.1. At the level of the individual child. 1.1.10.2. At the classroom level. 1.1.10.3. At the school level.

1.2. First language acquisition.1.2.1. The language learning process. 1.2.1.1. What is language?1.2.2. Theorie in child language acquisition. 1.2.2.1. Imitation and reinforcement. 1.2.2.2. Innateness. 1.2.2.3. Cognition. 1.2.2.4. Input.1.2.3. Models of language acquisition in children. 1.2.3.1. The behaviourist model. 1.2.3.2. The transformational grammar approach. 1.2.3.3. Process models.1.2.4. Chomky’s innateness hypothesis. 1.2.4.1. Chomky’s argument for innate knowledge of language. 1.2.4.2. Arguments against Chomky’s innateness hypothesis.1.2.5. Development of child’s language. 1.2.5.1. The early stage. 1.2.5.2. Middle stages. 1.2.5.3. Later stages.1.2.6. Critical period for language acquisition. 1.2.6.1. Critical Period Hypothesis. 1.2.6.2. Other arguments for the Critical Period Hypothesis.1.2.7. Is knowledge of language innate or learned?1.2.8. What a native speaker knows. 1.2.8.1. Pronunciation, grammar and vocabulary. 1.2.8.2. Discourse. 1.2.8.3. Language skills.1.2.9. Language and cognitive development. 1.2.9.1. Processing limitations. 1.2.9.2. Processing capabilities.1.2.10. First language development in school.

1.3. Second language acquisition.1.3.1. Contribution of linguistics to foreign language teaching. 1.3.1.1. Traditional grammar. 1.3.1.2. Structural grammar. 1.3.1.3. Generative grammar. 1.3.1.4. Functional grammar.1.3.2. Acquisition and learning.1.3.3. Theories on second language acquisition. 1.3.3.1. The behaviourist view. 1.3.3.2. The cognitive view. 1.3.3.3. The Monitor Model view.1.3.4. What a language student should learn. 1.3.4.1. Pronunciation, grammar and vocabulary. 1.3.4.2. Discourse. 1.3.4.3. Skills.1.3.5. Similarities between first and foreign language acquisition. 1.3.5.1. The development of an interlingua. 1.3.5.2. Subconscious mental process. 1.3.5.3. Personality and contextual factors.1.3.6. Differences between first and foreign language acquisition. 1.3.6.1. The age factor. 1.3.6.2. Fossilisation. 1.3.6.3. Transference.1.3.7. Rationales for second language acquisition. 1.3.7.1. Ideological reasons. 1.3.7.2. International reasons. 1.3.7.3. Individual reasons.1.3.8. Success in language learning. 1.3.8.1. Motivation. 1.3.8.2. Extrinsic motivation. 1.3.8.3. Intrinsic motivation.1.3.9. Motivational differences. 1.3.9.1. Children. 1.3.9.2. Adolescents. 1.3.9.3. Adult: beginners, intermediate and advanced students.

1.3.10. Second language outcomes. 1.3.10.1. Language competence. 1.3.10.2. Meaningful output. 1.3.10.3. Non-linguistic outcomes.

1.4. Contribution of linguistics to language teaching.1.4.1. Linguistics and language learning. 1.4.1.1. Grammar and language. 1.4.1.2. Components of grammar. 1.4.1.3. Psychological models of language.1.4.2. Traditional grammar.1.4.3. The grammar-translation method. 1.4.3.1. Characteristics. 1.4.3.2. Advantages and disadvantages.1.4.4. Structurl grammar . 1.4.4.1. Ferdinand de Saussure. 1.4.4.2. Leonard Bloomfield.1.4.5. The audiolingual method. 1.4.5.1. Characteristics. 1.4.5.2. Advantages and disadvantages.1.4.6. Generative grammar . 1.4.6.1. Noam Chomsky.1.4.7. Functional grammar. 1.4.7.1. Michael Halliday.1.4.8. The communicative approach. 1.4.8.1. Characteristics. 1.4.8.2. Advantages and disadvantages.1.4.9. Humanistic approaches. 1.4.9.1. TPR. 1.4.9.2. Natural approach. 1.4.9.3. The Silent Way. 1.4.9.4. Community language learning. 1.4.9.5. Suggesopedia.

1.4.10. The learner-centred approach. 1.4.10.1. Characteristics. 1.4.10.2. Advantages and disadvantages.1.4.11. Task-based learning. 1.4.11.1. Characteristics. 1.4.11.2. Advantages and disadvantages.

1.5. Bilingualism and cognition.1.5.1. Bilingualism and intelligence. 1.5.1.1. The period of detrimental effects. 1.5.1.2. The period of neutral effects. 1.5.1.3. The period of additive effects.1.5.2. Bilingualism and the brain. 1.5.2.1. Lateralization. 1.5.2.2. Mental representation of a bilingual’s two languages.1.5.3. Bilingualism and divergent and creative thinking. 1.5.3.1. Divergent thinking. 1.5.3.2. Creative thinking.1.5.4. Bilingualism and metalinguistic awareness: initial research.1.5.5. Bilingualism and metalinguistic awareness: recent trends.1.5.6. Bilingualism and communicative sensitivity. 1.5.6.1. What is communicative sensitivity.1.5.7. Field dependency and independency and bilingualism.1.5.8. Other explanations of findings. 1.5.8.1. Experiences. 1.5.8.2. Switching. 1.5.8.3. Objectification.1.5.9. Limitations of the findings.1.5.10. Cognitive theories of bilingualism. 1.5.10.1. The balance theory. 1.5.10.2. The Iceberg analogy. 1.5.10.3. The thresholds theory. 1.5.10.4. The evolution of the thresholds theory. 1.5.10.5. Curriculum relevance.

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1.6. Sociocultural aspects of bilingualism.1.6.1. Diglossia. 1.6.1.1. Individual bilingualism and diglossia. 1.6.1.2. Diglossia without bilingualism. 1.6.1.3. Bilingualism without digltossia. 1.6.1.4. Neither bilingualism nor diglossia.1.6.2. Endangered languages. 1.6.2.1. Importance of retaining language diversity. 1.6.2.2. How to avoid language death.1.6.3. Language planning. 1.6.3.1. Status planning. 1.6.3.2. Corpus planning. 1.6.3.3. Acquisition planning.1.6.4. Language shift and language maintenance. 1.6.4.1. Factors encouraging language shift. 1.6.4.2. Factors encouraging language maintenance.1.6.5. Language decline and death.1.6.6. A model of language shift and vitality. 1.6.6.1. Status factors. 1.6.6.2. Demographic factors. 1.6.6.3. Institutional support factors.1.6.7. Language revival and reversal. 1.6.7.1. Assumptions of reversing language shift. 1.6.7.2. Steps in reversing language shift.1.6.8. Language as social semiotic. 1.6.8.1. Semantic diversification. 1.6.8.2. The social interpretation of language and meaning.1.6.9. The place of context in a systemic functional model. 1.6.9.1. Context and the system and process of language. 1.6.9.2. The relationship of language and context. 1.6.9.3. Context, language system and linguistic theory.1.6.10. Systemic Functional Linguistics and its application to Foreign Language Teaching. 1.6.10.1. Key concepts in the interaction of SFL and language teaching. 1.6.10.2. The history of SFL. 1.6.10.3. Understanding the role of SFL in language teaching.

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1.7. The development of bilingualism.1.7.1. Types of childhood bilingualism. 1.7.1.1. Simultaneous childhood bilingualism. 1.7.1.2. Sequential childhood bilingualism.1.7.2. The simultaneous acquisition of bilingualism. 1.7.2.1. First dimension: parents’ languages. 1.7.2.2. Second dimension: languages parents speak to the child. 1.7.2.3. Third dimension: languages other family members speak to the child. 1.7.2.4. Four dimension: languages the child experiences in the community.1.7.3. Stages of development. 1.7.3.1. Language loss in children.1.7.4. The sequential acquisition of bilingualism. 1.7.4.1. Background issues. 1.7.4.2. Informal second language learning. 1.7.4.3. Formal second language learning.1.7.5. The age factor. 1.7.5.1. Singleton’s analysis.1.7.6. Codeswitching. 1.7.6.1. Language borrowing. 1.7.6.2. Language interference. 1.7.6.3. Purposes of codeswitching.1.7.7. Children as language brokers. 1.7.7.1. Positive outcomes.1.7.8. Language inputs. 1.7.8.1. Structured input. 1.7.8.2. Meaningful input. 1.7.8.3. Interdependence. 1.7.8.4. Language input in the classroom. 1.7.8.5. Comprehensible language input.1.7.9. The individual learner. 1.7.9.1. Ability and aptitude. 1.7.9.2. Attitudes and motivation. 1.7.9.3. Other factors.

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1.7.10. Learner processes. 1.7.10.1. Chomky’s language acquisition device. 1.7.10.2. Connectionism. 1.7.10.3. Information processing approach.

1.8. Language development and allocation in bilingual education.1.8.1. Language development at school. 1.8.1.1. Language development across the curriculum.1.8.2. Language strategies in school.1.8.3. Third language acquisition. 1.8.3.1. Learning a third language.1.8.4. Cultural awareness. 1.8.4.1. Developing cultural awareness. 1.8.4.2. Classroom activities. 1.8.4.3. Preserving the attendant culture.1.8.5. Language allocation in bilingual classrooms. 1.8.5.1. Introduction. 1.8.5.2. Language separation. 1.8.5.3. Concurrent uses of languages in a lesson. 1.8.5.4. Issues and limitations.1.8.6. Bilingualism and deaf or hearing-impaired people. 1.8.6.1. Deaf bilinguals. 1.8.6.2. Differences in bilingual goals. 1.8.6.3. The education of deaf students.1.8.7. Bilingualism and underachievement. 1.8.7.1. Explanations of underachievement.1.8.8. Special needs and bilingual education. 1.8.8.1. The frequency of special needs in bilingual children. 1.8.8.2. The alternative causes of special needs and learning difficulties in

children.1.8.9. The assessment of bilingual children. 1.8.9.1. Language balance and dominance measures. 1.8.9.2. Communicative language testing.

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1.8.10. The purposes of assessment of bilinguals. 1.8.10.1. Distribution. 1.8.10.2. Selection. 1.8.10.3. Summative. 1.8.10.4. Formative.

1.9. Literacy in minority language and multicultural societies.9.1.1 The uses of literacy in bilingual and multicultural societies.9.1.2 Definitions of literacy.9.1.3 The skills approach to literacy.9.1.4 The whole language approach to literacy.9.1.5 The construction of meaning approach to literacy.9.1.6 The sociocultural literacy approach. 9.1.6.1. The social and cultural context of literacy.9.1.7 The critical literacy approach. 9.1.7.1. Phases in the creative reading act.9.1.8 Classroom processes towards literacy in bilingual and multicultural schools. 9.1.8.1. Literacy strategies. 9.1.8.2. Grouping and assessment. 9.1.8.3. Resources .9.1.9 Home and school relationships. 9.1.9.1. Models of parental involvement in children’s education.9.1.10 Biliteracy. 9.1.10.1. The development of biliteracy.

1.10. Foreign language teaching in the Spanish education system.1.10.1. General framework for the teaching of foreign languages. 1.10.1.1. At an international level. 1.10.1.2. In the Spanish education system.1.10.2. The Common European Framework of Reference for Languages (CEFRL). 1.10.2.1. What is the CEFRL. 1.10.2.2. The CEFRL as a tool for foreign language teaching.1.10.3. The European Language Portfolio (ELP). 1.10.3.1. What is the ELP. 1.10.3.2. The ELP as a tool for foreign language teaching.

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1.10.4. Foreign language teaching as a subject . 1.10.4.1. Teaching organization . 1.10.4.2. Teachers and other staff involved. 1.10.4.3. Education processes.1.10.5. Integrating foreign languages and contents . 1.10.5.1. Educational offer. 1.10.5.2. Characteristics of educational centres that offer integrated learning. 1.10.5.3. Integrated learning organisation. 1.10.5.4. Educational processes.1.10.6. Good and innovative practices in foreign language teaching. 1.10.6.1. Good and innovative practices in FLT as a subject. 1.10.6.2. Good and innovative practices in integrated foreign language and content

teaching.1.10.7. Improvement proposals in FLT. 1.10.7.1. Organisational measures. 1.10.7.2. Curricular measures.

Módulo 2. Comprensión lectora en inglés nivel B22.1. How to teach reading.

2.1.1. What is reading?2.1.2. Why teaching reading?2.1.3. What kind of reading should students do?2.1.4. What reading skills should students acquire?2.1.5. What are the principles behind the teaching of reading?2.1.6. What do reading sequences look like?2.1.7. Reading suggestions.2.1.8. Encouraging reading in and out of the classroom.2.1.9. The role of the teacher.2.1.10. Conclusions.

2.2. Reading comprehension strategies and methods.2.2.1. How to face reading comprehension activities: things to take into account.2.2.2. Pre-reading: important factors.2.2.3. What to do in the pre-reading stage.2.2.4. During reading: things to act.2.2.5. Post-reading: where to focus the attention.2.2.6. Getting the most out of reading activities.2.2.7. Strategies to make reading easy and useful.2.2.8. How to encourage learners to find out their own strategies.2.2.9. Applying methods and strategies.2.2.10. Conclusions.

2.3. Reading efficiently.2.3.1. The importance of reading efficiently.2.3.2. Skimming.2.3.3. Scanning.2.3.4. Understanding text and distinguishing text style.2.3.5. Time management and reading activities.2.3.6. Text examples.2.3.7. Training concentration and focus.2.3.8. Using your own strategies.2.3.9. Reading activities in pairs and groups.2.3.10. Conclusions.

2.4. Types of reading.2.4.1. Intensive reading.2.4.2. Extensive reading.2.4.3. Aloud reading.2.4.4. Silent reading.2.4.5. Shared reading.2.4.6. Guided reading.2.4.7. How do shared and guided readings differ?2.4.8. What should be taught in reading?2.4.9. Choosing the perfect reading.2.4.10. Conclusions.

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2.5. Developing reading skills.2.5.1. Making quick decisions.2.5.2. Group prediction.2.5.3. Reading to find specific information.2.5.4. Developing and applying new reading habits.2.5.5. Collating facts and organising information.2.5.6. Becoming familiar with subject specific vocabulary.2.5.7. What is the writer’s intention? Distinguishing between facts and opinions.2.5.8. Using learning resources.2.5.9. Searching for clue meaning.2.5.10. Conclusions.

2.6. Raising Cultural Awareness.2.6.1. What is culture?2.6.2. The elements of culture.2.6.3. Intercultural phenomena.2.6.4. Acquiring strategies for culture learning.2.6.5. Exploring cultural beliefs.2.6.6. Criteria to choose relevant multicultural materials.2.6.7. Selecting multicultural materials.2.6.8. Creating multicultural materials.2.6.9. Teaching culture through language.2.6.10. Conclusions.

2.7. Emotions and language learning.2.7.1. Emotions as learning enhancers of foreign language.2.7.2. Emotional intelligence in foreign language acquisition.2.7.3. Key elements of emotional intelligence that we can apply in the classroom.2.7.4. Managing and regulating anxious emotions when it comes to facing a reading.2.7.5. Effects of emotional experiences on language learners’ motivation.2.7.6. Lesson planning.2.7.7. Reactions from students.2.7.8. Language learning.2.7.9. Linguistic outcome.2.7.10. Conclusions.

2.8. The art of story telling.2.8.1. What is narrative? What is story telling?2.8.2. Dimensions of a story.2.8.3. Using stories for language learning.2.8.4. Choosing the right kind of stories.2.8.5. Techniques and teaching methods.2.8.6. Second language teaching methods.2.8.7. Tools for story tellers.2.8.8. Pre-Story telling.2.8.9. Post-Story telling.2.8.10. Conclusions.

2.9. Global Issues.2.9.1. What is global education?2.9.2. Can we teach language at the same time we teach global issues?2.9.3. Integrating global education to English classrooms.2.9.4. How can we get materials for global education?2.9.5. Content integration.2.9.6. Teaching methods.2.9.7. Global education course design.2.9.8. Extra-curricular activities.2.9.9. Being creative.2.9.10. Turning your students into global citizens.

2.10. Newspapers and magazines to teach English.2.10.1. Benefits of using newspapers and magazines.2.10.2. How to select the appropriate reading.2.10.3. Newspaper Do and Don´ts.2.10.4. Introducing the text.2.10.5. Vocabulary.2.10.6. Lesson planning.2.10.7. How to choose the activities.2.10.8. Raising Interest.2.10.9. Being creative.2.10.10. Engaging students.

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Módulo 3. Comprensión auditiva en inglés nivel B23.1. How to teach listening .

3.1.1. Listening skills.3.1.2. Getting the listening level right.3.1.3. Authentic listening versus graded listening.3.1.4. Preparing for listening.3.1.5. Adapting listening.3.1.6. Using songs.3.1.7. Incorporating a range of text types into your listening lessons.3.1.8. Incorporating a range of pedagogical and real-world tasks into your lessons.3.1.9. Strategy training.3.1.10. From listening to speaking.

3.2. Listening comprehension and types of listening.3.2.1. What is listening comprehension?3.2.2. The process of listening.3.2.3. Types of listening.3.2.4. Attentive listening.3.2.5. Reflective listening.3.2.6. Selective listening.3.2.7. Pretended listening.3.2.8. Inner dialogue.3.2.9. Barriers in listening comprehension.3.2.10. How to enhance listening comprehension.

3.3. Register, dialectology and accents.3.3.1. What is sociolinguistics?3.3.2. Historical background.3.3.3. The spread of the English language.3.3.4. The emergence of English dialects.3.3.5. Possible classifications of English accents.3.3.6. Accents and dialects.3.3.7. Factors that influence language and identity.3.3.8. Defining language registers.3.3.9. Uses and examples of register.3.3.10. Language register: why it matters.

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3.4. Socio-cultural aspects of the English speaking world.3.4.1. A definition of culture.3.4.2. Importance of cultural aspects while learning a language.3.4.3. Communicative and intercultural competence.3.4.4. Objectives by introducing cultural aspects in language teaching.3.4.5. The cultural component in the English classroom.3.4.6. The role of the teacher.3.4.7. Possible challenges that may arise in multicultural classrooms.3.4.8. Ideas to approach culture.3.4.9. Letting students explore culture.

3.5. Beyond listening: paralinguistic.3.5.1. Definition of paralinguistic.3.5.2. Examples of paralinguistic.3.5.3. Elements of paralinguistic.3.5.4. Vocal paralinguistic features.3.5.5. Physical paralinguistic features.3.5.6. How to use paralinguistic for effective communication.3.5.7. Non-verbal communication.3.5.8. How do we perceive communication?3.5.9. Conclusions.

3.6. Listening skills development in media contexts (from podcasts to Ted talks).3.6.1. Different types of technologies.3.6.2. Multimodal processing.3.6.3. Visual, text and video.3.6.4. How does multimedia work for developing skills.3.6.5. Discriminating the English language sounds.3.6.6. Recognizing patterns of stress, rhythm, and intonation .3.6.7. Understanding communicative functions depending on the media context.3.6.8. Recognizing how meaning can be expressed in many different ways.3.6.9. Getting familiar with different options.3.6.10. Developing students’ skills in multimedia contexts.

3.7. Communication strategies: note-taking and inferring.3.7.1. Guidelines to effective listening.3.7.2. The Soprano Technique.3.7.3. What to focus on while listening.3.7.4. How to take good notes.3.7.5. Mapping.3.7.6. Listening (and mixed) techniques.3.7.7. Who controls the recorded materials?3.7.8. “Live” listening.3.7.9. Viewing techniques.3.7.10. The role of the teacher.

3.8. Folk Wisdom.3.8.1. What is folk wisdom?3.8.2. The socio-cultural component of a language and the learning process.3.8.3. Learning socio-cultural aspects to enrich communicative competence.3.8.4. The effect of folk wisdom expressions.3.8.5. Strategies to help students understand folk wisdom expressions.3.8.6. How to experience culture through language.3.8.7. Using proverbs as a Lead-in activity in teaching English.3.8.8. Songs and dance.3.8.9. Goals for culture teaching.3.8.10. Conclusions.

3.9. Creativity in the English class.3.9.1. Teaching frame.3.9.2. Using listening to create new learning activities.3.9.3. Creating a fictional story.3.9.4. Promoting creative writing.3.9.5. Boosting vocabulary.3.9.6. Sharing a speech.3.9.7. Using musical videos: learning with lyrics.3.9.8. Using TV serials.3.9.9. Making a radio program.3.9.10. Using your own creativity.

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3.10. Phonological awareness.3.10.1. Defining phonological awareness and phonemic (sound) awareness.3.10.2. How is phonetics awareness different from phonics?3.10.3. The development of phonological awareness.3.10.4. Why is phonological awareness important?3.10.5. The role of phonological awareness.3.10.6. Syllable awareness.3.10.7. Rhyme awareness.3.10.8. Phonemic awareness.3.10.9. Techniques for developing phonological awareness.3.10.10. Conclusions.

Módulo 4. Expresión e interacción oral en inglés nivel B24.1. Fundamentals of the English language.

4.1.1. Introduction to the didactics of English language.4.1.2. Learning theories.4.1.3. How to teach a foreign language (a basic approach).4.1.4. Receptive skills: reading and listening.4.1.5. Productive skills: writing and speaking.4.1.6. Communicative approach.4.1.7. Translation approach.4.1.8. The role of the teacher .4.1.9. Teaching English as a foreign language: new trends.4.1.10. Relationship between learning, language and teaching.

4.2. Communication strategies.4.2.1. How to prepare students for real communication in English.4.2.2. Controlled speaking activities.4.2.3. Role-playing.4.2.4. Text for discussions.4.2.5. Types of discussion tasks based on a text.4.2.6. Classroom management and feedback.4.2.7. Visual aids.4.2.8. Finding texts for speaking practice.4.2.9. Using internet as a tool.4.2.10. Dealing with stage fright.

4.3. Presentation skills: stress and intonation.4.3.1. Defining stress and intonation.4.3.2. Rapport.4.3.3. Techniques and activities.4.3.4. How can non-native speakers improve their presentation skills?4.3.5. Voice techniques.4.3.6. How to make a presentation in English sound good.4.3.7. Emphasizing and pausing.4.3.8. Questions and statements.4.3.9. Intonation and stress key points.4.3.10. Examples of good and bad stress and intonation.

4.4. Nonverbal communication.4.4.1. Importance of non-verbal communication.4.4.2. Types of non-verbal communication.4.4.3. Understanding the importance on using non-verbal communication.4.4.4. Non-verbal communication and social skills.4.4.5. Body language.4.4.6. Rapport.4.4.7. Use non-verbal communication to engage students.4.4.8. Oral communication and learning styles: visual, auditory, and kinesthetic learners.4.4.9. How to apply it in the classroom.4.4.10. Developing your non-verbal skills.

4.5. The art of debate: how not to lose an argument.4.5.1. What is debate?4.5.2. Debate what and why?4.5.3. Brainstorming topics.4.5.4. How to prepare a debate.4.5.5. Making use of the vocabulary.4.5.7. Supporting with evidence.4.5.8. Speakers’ roles and responsibilities.4.5.9. Benefits of the debate.4.5.10. Resources.

Estructura y contenido | 33

Titulación07

El Máster en Educación en Secundaria y Bachillerato Bilingüe le garantiza, además de la formación más rigurosa y actualizada, el acceso a un título universitario de Máster expedido por la primera institución educativa de España: la Universidad UCV.

Este Máster en Educación en Secundaria y Bachillerato Bilingüe contiene el programa científico más completo y actualizado del mercado.

Tras la superación de las evaluaciones por parte del alumno, éste recibirá por correo postal con acuse de recibo su correspondiente Título de Máster Propio emitido por la UCV (Universidad Católica de Valencia).

El título expedido por la Universidad Católica de Valencia expresará la calificación que haya obtenido en el Master, y reúne los requisitos comúnmente exigidos por las bolsas de trabajo, oposiciones y comités evaluadores carreras profesionales.

Título: Máster en Educación en Secundaria y Bachillerato BilingüeECTS: 60Nº Horas Oficiales: 1.500 h.

58 | Titulación

Máster Online enEducación en Secundaria y Bachillerato BilingüeModalidad: OnlineDuración: 12 mesesTitulación: Universidad UCV60 créditos ECTSHoras lectivas: 1.500 h.

Máster Online enEducación en Secundaria y Bachillerato Bilingüe