In recent times the privileged position that has happened to occupy the Spanish language among the languages of the world and the consequent increase in the demand for the teaching of Spanish have revealed the need to move forward, investigate and train in this area.
Currently, Spanish is the second language of international communication and the fourth most spoken in the world (it is the mother tongue of more than 400 million people living in more than 20 countries). In the United States there are more than 30 million Spanish speakers and in Canada Spanish is the language with the highest growth. Likewise, the explosive demand for Spanish-language courses that originated in the early 1990s, and that has been increasing progressively until today, is another positive factor that denotes the importance of training good professionals.
Europe begins to experience a quite similar situation. According to data from the Cervantes Institute, between four and five million people study Spanish as a foreign language in the European Union. Likewise, interest in the Spanish language has increased in countries newly incorporated into the EU, or in countries such as Norway or Switzerland, where the increase in the number of students is very significant. A consequence of this trend is the marked increase in the demand for Spanish courses that have emerged worldwide.
In this context, FUNIBER offers a training program for teachers of Spanish as a foreign language whose main objective is to respond to this new reality. The contents of the Master in Linguistics applied to the Teaching of Spanish as a Foreign Language and those of the Master in Training of Teachers of Spanish as a Foreign Language are identical. The only thing that varies is the denomination and the degree of the same depending on the university where the student has enrolled.
The contents of the Master in Linguistics applied to the Teaching of Spanish as a Foreign Language and those of the Master in Training of Teachers of Spanish as a Foreign Language are identical. The only thing that varies is the denomination and the degree of the same depending on the university where the student has enrolled.
The program is not reduced to the mere provision of content, but rather a series of pedagogical actions aimed at promoting collaborative learning (between students and teachers) are carried out. This is based on the following pedagogical model:
- Training model of cooperative and collaborative type.
- Based on a dynamic and socioconstructivist conception of training and learning.
- Assessment of learning processes in relation to content.
- Relevance of the learning process against the product or the result.
- Stimulation of the critical reflection of the teacher regarding his teaching practice and pedagogical thinking.
- Involvement and attention to the globality of the person in the learning process (emotional dimension, motivation, etc.).
- Work method close to that of action research.
- Interactive and multicultural groups.
- This model is based on four axes: students, teachers, materials and activities.