COD 2019 - G801b
Cambridge International Certificate in Teaching Bilingual Learners
The Certificate is for practising teachers who are teaching a non-language curricular subject (such as history or mathematics) to bilingual learners through an additional language. Teachers who teach language-only subjects (such as English second language or Spanish first language) are not eligible to enter for these qualifications
10
sesiones, inicia: 28-May
El curso elegido no admite nuevas inscripciones
Ficha del curso
Ciclo: 2019
Nivel: General
Idioma: Inglés
Estado: Pospuesto
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Fernando Lasala Quintana MA, Carlos A. González MA
Colegios Afiliados
ARS 18000.00
ARS 18000.00
Centros de Examen
ARS 18000.00
ARS 18000.00
No afiliados
ARS 21600.00
ARS 21600.00
Financiación
3 cuotas
3 cuotas
Sesiones
Sesiones | Fechas | Inicia | Termina |
---|---|---|---|
1 | 28 Mayo 2019 | 05:30 pm | 08:30 pm |
2 | 11 Junio 2019 | 05:30 pm | 08:30 pm |
3 | 25 Junio 2019 | 05:30 pm | 08:30 pm |
4 | 13 Agosto 2019 | 05:30 pm | 08:30 pm |
5 | 27 Agosto 2019 | 05:30 pm | 08:30 pm |
6 | 10 Septiembre 2019 | 05:30 pm | 08:30 pm |
7 | 24 Septiembre 2019 | 05:30 pm | 08:30 pm |
8 | 08 Octubre 2019 | 05:30 pm | 08:30 pm |
9 | 22 Octubre 2019 | 05:30 pm | 08:30 pm |
10 | 12 Noviembre 2019 | 05:30 pm | 08:30 pm |
Capacitador/es
Fernando Lasala Quintana
Carlos A. González
The Certificate is for practising teachers who are teaching a non-language curricular subject (such as history or mathematics)
to bilingual learners through an additional language.
Teachers who teach language-only subjects (such as English second language or Spanish first language) are not eligible
to enter for these qualifications
to bilingual learners through an additional language.
Teachers who teach language-only subjects (such as English second language or Spanish first language) are not eligible
to enter for these qualifications
In the Certificate, teachers will have the opportunity to:
• understand the challenges of learning through an additional language, and estimate the language levels of their learners and themselves
• understand principles of teaching bilingual learners through an additional language, through reading, observation and discussion – they will apply these principles to their own practice
• design individual lessons focused on content and language
• implement and evaluate individual lessons focused on content and language
• reflect on and evaluate their own practice in order to help learners learn
content through an additional language more effectively
• learn collaboratively, supported by their colleagues.
• understand the challenges of learning through an additional language, and estimate the language levels of their learners and themselves
• understand principles of teaching bilingual learners through an additional language, through reading, observation and discussion – they will apply these principles to their own practice
• design individual lessons focused on content and language
• implement and evaluate individual lessons focused on content and language
• reflect on and evaluate their own practice in order to help learners learn
content through an additional language more effectively
• learn collaboratively, supported by their colleagues.
Unit 1: Understanding principles of teaching bilingual learners through an additional language
Unit 2: Teaching a lesson for bilingual learners with a focus on
understanding content
Unit 3: Teaching a lesson for bilingual learners with a focus on active learning and productive language skills
For further information:
https://www.cambridgeinternational.org/Images/427482-teaching-bilingual-learners-syllabus-2018-2020.pdf
Unit 2: Teaching a lesson for bilingual learners with a focus on
understanding content
Unit 3: Teaching a lesson for bilingual learners with a focus on active learning and productive language skills
For further information:
https://www.cambridgeinternational.org/Images/427482-teaching-bilingual-learners-syllabus-2018-2020.pdf
Face-to-face meetings and online sessions. Assessment is through a portfolio of evidence, examined by Cambridge. In their portfolio, teachers demonstrate their knowledge, skills and understanding in the context of their own work, from a variety of sources. Classroom practice and observations. Reflection journals.
Face-to-face sessions (5.30 to 8.30 p.m.)
May 28
June 11 & 25
Aug 13 & 27
Sept 10 & 24
Oct 8 & 22
Nov 12
Online sessions
08 & 12 July
02 & 06 Sept
Face-to-face sessions (5.30 to 8.30 p.m.)
May 28
June 11 & 25
Aug 13 & 27
Sept 10 & 24
Oct 8 & 22
Nov 12
Online sessions
08 & 12 July
02 & 06 Sept
To be supplied during the course.