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Master in Teaching English as a Foreign Language - A Distância

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Master in Teaching English as a Foreign Language - A Distância

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Lenice Laflor
Master in Teaching English as a Foreign Language
  • Modalidade

    As aulas são realizadas a distância.

  • Duração

    A duração do curso é de 24 meses.

  • Certificado Oficial

    Os alunos recebem um título após a conclusão do Master in Teaching English as a Foreign Language.

  • Considerações

    O Master in Teaching English as a Foreign Language tem como objetivo formar profissionais para o ensino do inglês como um segundo idioma.

    Dessa maneira, como inglês é considerada uma língua mundial, o aluno é formado com bases sólidas pra capacitação de profissionais qualificados para atuação como professores da língua inglesa.

  • Dirigido a

    Professores de inglês e demais profissionais que desejem aperfeiçoar-se na área.

  • Área de atuação

    O egresso poder trabalhar em escolas de idiomas, instituições culturais, colégios e aulas particulares são as principais alternativas de emprego na área.

Master in Teaching English as a Foreign Language - A Distância Comentários sobre Master in Teaching English as a Foreign Language - A Distância
Conteúdo:

Master in Teaching English as a Foreign Language


Presentation


With English being the global language it is, the provision of qualitytraining for professional development becomes a must.

In response tothe growing demand in Europe and Latin America, as well as in the restof 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 have developed aninter university programme in Teaching English as a Foreign Language(TEFL).

It is specifically designed for distance learning, and has been developed in collaboration with La Fundación Universitaria Iberoamericana (FUNIBER).

The programme aims to help practicing teachers, or those wishing to be come 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 the learner’s 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.

The interface is a central part of this type of teacher training since the virtual interaction, by means of e-mail, discussion groups, chats,etc., bridges the geographical gap between the different components ofthe course.


Who is the programme for?

The programme leading to the Master, Diploma (Especialización) or Certificates (Extensión universitaria) 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 to 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.


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.

  1. 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.

  1. 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 tutors 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.


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 de León (España)
  • Universidad del País Vasco (España)
  • Universidad de Vigo (España)
  • Universidad de Mayor de San Simón (Bolivia)
  • Universidad Laica Eloy Alfaro de Manabí (Ecuador)
  • Universidad Santa María - Campus Guayaquil (Ecuador)
  • Universidad Valle del Bravo (México)
  • Universidad de Piura (Perú)
  • Universidad Gran Colombia (Colombia)
  • Universidad Internacional Iberoamericana (USA)

 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.


General aims

The overall objective of the programme leading to the award of the Master, Diploma (Especialización) and Certificates (Extensión universitaria) 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.


Subjects
  • Module: Second language learning and teaching
  • Module: Methodologies and materials in language learning and teaching
  • Module: Curriculum and course design
  • Practicum
  • Research project in TEFL

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 tutors). 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.

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 tutor(s) will mark your assignments, and you will receive detailed feedback on your work through the Virtual Campus.

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