Throughout this course, students will explore the constituent elements, design principles, and developmental processes involved in creating course curricula, syllabi, and lesson plans. Concurrently, they will delve into the practical application of second language acquisition and learning theories. The integration of these theoretical frameworks will be contextualized within the regulatory frameworks provided by Spanish Law and the Common European Framework for Languages.

Crafting a comprehensive curriculum will facilitate the simultaneous development of syllabi and the bespoke tailoring of unit-specific lesson plans. Articulating course objectives and outcomes will enhance the clarity and coherence of overarching and specific programmatic goals. In lesson planning, the course will thoroughly examine adapting course materials, encompassing tasks and activities.

Additionally, this course will emphasize the importance of regularly assessing learners’ needs and employing diverse learning methodologies to provide contextual relevance and foster engagement within instructional environments. Strategies such as differentiated instruction, collaborative group work, and the strategic utilization of linguistic competences in the classroom will be explored as potential avenues for enhancing the efficacy of lesson planning. Furthermore, the course will elucidate the distinction between feedback and assessment to enable students to conduct effective evaluations within instructional settings.

Technology and Language Teaching is a subject aiming at the integration of different digital tools in the teaching of languages —English in this case—.

It is widely known that, nowadays, children and teenagers live in a digital world, being most of them digital natives. This fact implies a change in the ways of teaching, allowing the use of digital tools and integrating them in the development of the class. This is the reason why teachers must master the use of the digital tools in the development of their profession.

This subject conforms the area of Teaching and Supporting Learning, together with two other subjects, Methods for Teaching EFL: Skills and Methods for Teaching: Systems, with a total value of 18 ECTS.

Along this course, we are going to show the students the different tools they can implement, adapt, or which they can create didactic materials for the classroom with. The students will learn how to make a critic evaluation of the tools to be used in the classroom. This means that the course will enable the student to be able to select the tools that adapt to the needs of the high school students best.

Besides the theory, the students will be required to perform a group workshop and two activities, in which they will put in practice the theory about tools such as Genially, Canva or Piktochart. These five activities will complement the contents studied along the theory classes.

This course aims at helping teachers putting some order in the world of variety we live in. Intercultural teaching is an essential part of teaching, specially if you are dealing with a foreign language. Thanks to the English language, students can open their possibilities in terms of social relations and future job opportunities, but they can also make big mistakes due to intercultural misunderstanding. As teachers, our mission is providing them with the suitable strategies to overcome cultural problems by using the most powerful tool: information.

In order to provide teachers with a deeper awareness of the relationship between English teaching and interculturality, this subject is divided into two main blocks. The first one deals with the general theoretical contents of interculturalism and intercultural communication. Through discussions and reflections, we will explore and narrow down some interesting topics such as the very definition of culture. This part also provides strategies and activities to ease the development of intercultural teaching in the classroom. The second block takes a look at the role of the English language within the international scenario. In order to do this, we will go through the concept of Englishes and the variety of cultures in touch thanks to the extended use of this language throughout the world, either as a first language, a second language or an additional language. Finally, we will enter the ubiquitous world of the Internet to observe how the language has evolve in this medium. Be ready for a trip full of diversity and possibilities.

This course aims to provide an overview of assessment in foreign language teaching and learning. We will consider the theory and practice of evaluating a language, paying special attention to the evaluation of the four skills of speaking, writing, reading and listening, as well as linguistic systems such as grammar, vocabulary and discourse.

We will look at the role of assessment for, as and of learning, alongside the differences between formative and summative assessment. We will see both the tools that will aid us as teachers to evaluate effectively, and the tools that will enable learners to understand evaluation as an integral part of the learning process. These include the development of metacognition and autonomous learning, such as self and peer assessment, the use of objectives and rubrics for clear and transparent evaluation, the use of higher order thinking skills and open-ended questions for critical thinking.

We will look at the most important issues surrounding evaluation of both productive and receptive skills, what and what not to assess, the advantages and disadvantages of formal and informal evaluation, and the points to consider when writing and designing tests and exams to ensure evaluation is effective, accurate and reliable. We will also compare the characteristics of the most frequently used standardised EFL testing systems such as Cambridge, Aptis, Trinity, IELTS and TOFEL.

Finally, we will consider the benefits for teachers in developing a reflective teaching practice and the ability to be self-critical and open, as necessary for growth and development in the teaching profession.

Las prácticas académicas externas en empresa ocupan un importante papel en la formación de los estudiantes universitarios, ya que constituyen una magnífica ocasión para, entre otras posibilidades formativas, la adquisición y ejercicio de las competencias asociadas a la titulación.

Asimismo, la finalidad de las mismas es que el estudiante conozca la realidad institucional, empresarial y laboral de su entorno en el ámbito de su profesión, y al mismo tiempo obtenga una valiosa experiencia profesional.

Se establecerá, por tanto, una colaboración estrecha entre estudiante y tutor asignado, la coordinación académica y la entidad o institución que las albergará, externa a UNIR. La extensión y duración de cada actividad será proporcional al número de créditos (ECTS) establecidos y la intensidad y dificultad de la misma es coherente con la programación curricular.

En esta guía, se abordan las diferentes cuestiones que se articulan en torno a la asignatura de Prácticas Externas, ofertada por la Universidad Internacional de La Rioja, recogiendo las actividades que se han de realizar durante este periodo.

Por otra parte, el desarrollo de las prácticas será tutelado además de por un tutor en el centro de prácticas, también por un profesor de la Universidad.

Las prácticas se desarrollarán en el marco de un convenio específico de colaboración firmado entre la institución y UNIR, siguiendo las especificaciones marcadas en el Real Decreto vigente, por el que se regulan las prácticas académicas externas de los estudiantes universitarios.