Topic 1. Language policies, multilingualism and plurilingualism

1.1. Linguistic diversity vs. linguistic homogeneisation

1.2. Multilingualism as a social phenomenon

1.3. Plurilingualism as a fundamental principle

1.4. From linguistic diversity to plurilingual education: implementing a plurilingual approach

1.5. Intercomprehension

1.6. Plurilingualism and intercultural education

        Topic 2. Linguistic competences – levels and typologies

2.1. Historical review: from linguistic to communicative competence

2.2. The Common European Framework of Reference for Languages

2.3. Linguistic and communicative competences in educational decrees and orders on secondary education

2.4. The European Language Portfolio

2.5. The European Portfolio for Student Teachers of Languages

Topic 3. Corpus Linguistics and TEFL

            3.1. Introduction to Corpus Linguistics

            3.2. Definition and classification of corpora

            3.3. Tools and methods

            3.4. The use of corpora for linguistic analysis

            3.5. The use of corpora in TEFL

                        3.5.1. Indirect applications: curriculum and materials

3.5.2. Direct applications: Data-driven learning (DDL); top-down and bottom-up approaches

3.6. Learner corpora in the EFL classroom

                        3.6.1. Typology

                        3.6.2. Compilation

                        3.6.3. Analysis

                        3.6.4. Exploitation

3.7. Design of corpus-based activities/tasks for the EFL classroom 

Topic 4. Modelos y métodos de enseñanza de la L2: revisión histórica

4.1.The Grammar-Translation Method

4.2.The Direct Method

4.3.Audiolingualism

4.4.Humanistic methods or designer approaches:

          4.4.1.Community Language Learning

          4.4.2.Suggestopedia

          4.4.3.The Silent Way

          4.4.4.Total Physical Response

4.5.The Natural Approach

4.6.Communicative Language Teaching

4.7.The Lexical Approach

4.8.Content-Based Instruction

4.9.Task-based Learning

4.10.Cooperative Learning

4.11.Neurolinguistic Programming & Multiple Intelligence Theory

4.12.CALL

The methodology of this course is based on a student-centred approach; the tutors are, therefore, motivators and facilitators in the learning process, both in the on-site and in the on-line parts of the course.

In a Masters course we do not consider it appropriate to lecture, i.e. to ‘transmit’ our knowledge to students by telling them what we know. We believe that students can and should take a lead in presenting the important ideas and theories which we wish to discuss. The role of the tutors is to create a conceptual framework, suggest possible implications and applications for practice, and respond to the ideas of students.

Since the course aims at keeping a balance between theory and practice, part of the sessions will also be devoted to the implementation of activities proposed by students and which they will carry out in groups. These activities will explore from a practical perspective the main theoretical aspects of the course.

All course participants will be asked to be actively involved in the course by participating in the group activities, reading key works and doing presentations. 

Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support

The mark obtained in the continuous assessment (attendance and participation, 30% + oral presentations, 30%) will be added up to the mark obtained in the written examination (40%).