Cognitive linguistics: teaching grammar and vocabulary

• University graduates.
• Last-year undergraduate students who wish to specialize in teaching Spanish as a foreign language.
• University graduates in Philology who wish to specialize in teaching Spanish as a foreign language.
• Teachers of Spanish as a second and foreign language.
• Teachers of other foreign languages.
• Trainers of foreign language teachers
• Editors and authors of teaching materials
• Professionals related to the management of language centers
• Specialized Spanish teachers or those who wish to specialize in teaching Spanish for specific purposes
• Volunteers of non-governmental organizations.

• Reflect on the theoretical principles of cognitive linguistics and its adaptation to the teaching of Spanish.
• Analyze and assess different proposals for teaching grammar and vocabulary from a cognitive perspective.
• Apply the principles of cognitive linguistics to the creation of a teaching proposal for grammar and lexicon.

A continuous evaluation will be carried out throughout the course, and special attention will be paid to monitoring the objectives achieved in the different modules.

In order to carry out the evaluation, the following will be taken into account:

• The reflection provided in forums and blogs on theoretical aspects.
• The design of the final assignment for teaching and learning SFL in digital environments.

Different types of practical activities are proposed, which involve reflection and problem solving through group discussion and the sharing of professional experiences. The activities are aimed at developing skills for teaching grammar and vocabulary from a cognitive perspective. The discussion of methodological approaches to cognitive teaching will be favored and applied, in a practical way, through provided and generated examples.

Students who have participated in this course will receive a certificate of attendance issued by the Cervantes Institute, which will be sent by this university to the interested party. For this, attendance will be mandatory and absences, regardless of the cause, may not exceed 15% of the total duration of the course.

LLOPIS-GARCÍA, R. (2009). La instrucción gramatical en la Adquisición de Segundas Lenguas – revisión de ayer para propuestas de hoy, in Revista redELE, 16. Disponible aquí.