The  Transitioning to Teaching Language Online course taught by the Center for Advanced Research on Language Acquisition (CARLA) from the University of Minnesota was taken during the summer of 2020. I did this academic training in order to know, understand, practice and train as a language teacher capable of providing distance pedagogy. That is, through the knowledge of new forms of teaching, taking into account the current global changes regarding changes in teaching / learning modes and adapting to the new digital educational challenges that arise day by day. I intend with the course to prepare myself to be able to provide classes effectively, where students feel no doubt about achieving effective learning in classes not taken in person. 

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Based on the aforementioned, this section of the portfolio contains the step by step of the work done during this intensive four-week course. All content is divided into three main units which are at the bottom. Each unit has a specific theme. The first unit is dedicated to the cognitive part of what online teaching implies, thus analyzing the needs, components, design and practices that online teaching implies. The second unit focuses on the activities to be developed when generating an online course, thus taking into account the transition class plans depending on the ability to work, the participation rubrics and the work materials. Finally, the third unit is focused to the creation of activities online depending on the mode of communication to develop, objectives for students and instructive material.

 

I learned from the course about the versatility that there can be in an online class. Technology can be used in favor of an inclusive class where students feel part of a community regardless of geographic location or the availability of time that each one has. The online class can be flexible and adapted according to the existing conditions class, whether synchronous or asynchronous. Likewise, it is viable to create activities, dynamics, works and discussions in diverse environments suitable to receive contributions from all the members of the course. Finally, this influences my future teaching plans because my vision of online teaching has expanded and I can be aware that it is possible to create an online class where students learn and feel as a part of a community. In conclusion, the possibility of becoming an instructor of Spanish as a Foreign Language is so feasible. 

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To see the contents of each unit, you must click on the unit you want to see next: