The bachelor’s degree in Teaching Spanish as a Second Language prepares well-trained professionals in teaching the language with linguistic, pedagogic and research knowledge and skills.

The applicant to enter the degree in Teaching Spanish as a Second Language must possess features in terms of knowledge, skills, attitudes and values.

The knowledge the applicant must possess to enter the program is:

• Knowledge of the Spanish Language that allows performing tasks that require a certain academic/cognitive domain of the language.
• General notions of the Spanish linguistics.
• A high level of knowledge of Spanish grammar.
• (In the case of foreign students whose native tongue is not Spanish, they must accredit the domain of the Spanish language with the minimum level B2 according to MCER. For this program, the following is considered equivalent: DELE level B2.)

The minimum skills the applicant for this degree must possess are:

• Skill to express orally and written in Spanish.
• Capable of communicating clearly and concise.
• Capable of comprehending, reflect and synthetize texts.

The desirable attitudes for the applicant are:

• Commitment with their academic formation.
• Calling for teaching.
• Willingness to work both autonomously and in team.
• Critic, constructive attitude.

The desirable values for the applicant are:

• Respect to oneself and the others.
• Valuing and tolerance of the cultural, social and human diversity.
• Academic honesty.
• Social commitment and responsibility.

The graduate fromo the degree in Teaching Spanish as a Second Language will possess the owngeneric competencies of the University of Guanajuato. The development of those are transversal and complementary to the study plan determined by the graduate’s UG’s educative model

1. Plans the educational and life project under the principles of freedom, respect, social responsibility and justice to contribute as an agent of change in their environment.
2. Communicates orally, written and digitally in Spanish and in a foreign language to widen their academic, social and professional networks which allows a regional insertion with international perspective.
3. Responsibly and ethically handles the information technologies in their academic and professional processes.
4. Sustains a personal posture about topics of interest and general relevance, considering other points of view in a critic, respectful and reflective manner.
5. Chooses and practices healthy life styles that allow an equilibrated professional and academic performance.
6. Maintains a respectful attitude towards interculturality and diversity to create spaces of human, academic and professional and build coexistence inclusive societies.
7. Is sensitive to art and participated in the appreciation and interpretation of its expressions in different genders that promote their comprehensive formation.
8. Recognizes the strengths and opportunities of people and, in an ambiance of trust, propitiates the necessary collaboration to achieve the fulfillment of goals or projects.
9. Is an innovative and competitive leader in the discipline of field of their choosing, who continuously learns about oneself and new concepts, processes and methodologies that allow to contribute solutions and take decisions with moral integrity, social commitment and sustainability focus.

Observing the needs of the discipline of teaching Spanish as a second language, the program encourages to develop the following specific competencies (SC), according which the student when graduates:

1. Acts professionally as a representative of the culture and tongue before the students, through which she/he must promote to tolerate and respect these languages.
2. Critically analyzes the most important linguistic, psychological and didactic trends and their contribution to teaching Spanish to apply them in the practice and communication in different contexts related with teaching.
3. Design didactic materials and applies innovative techniques for teaching/learning Spanish as a second language with the purpose to efficiently, creatively and originally acquire new skills.
4. Develops and uses different methods of evaluation by observing the progress of the students while they learn Spanish as a second language to value their domain of the skills related with criteria of equity and impartiality.
5. Participates in research about aspects related to teaching Spanish in personal and collaborative projects with the purpose to contribute the growth of knowledge in the field with ethic and methodologic responsibility.
6. Gets involved in her/his own disciplinary and collective development through axis of collaboration, communities of practice and continuous formation to be constantly updated with professional awareness.

According the current UG’s Academic Statute (2008), the plan for the degree of Teaching Spanish as a Second Language works with a schooled system. The new enrollment period is annual with semiannual school periods. The Learning Units will be taught throughout the week addressing the school calendar. The total number of credits of the program is 242.

Train Graduates in Nursing and Obstetrics in a comprehensive and competent way, with knowledge, skills, values and attitudes, with a high and humane sense, that allow you to provide care to nurse people throughout the life cycle, to the family and to the community, in health and disease states to contribute to their well-being; using the process of becoming ill and unsteadied assistance, administrative, educational and research functions at all levels of care and fields of action of the discipline, giving emphasis in the reproductive process.

It is necessary that the applicant to enter the bachelor's program in Nursing and Obstetrics must have the following characteristics in terms of knowledge, skills, attitudes and values:

Knowledge:

• Basic knowledge of chemistry, biology, physics, logics and mathematics.
• Basic knowledge of the area of social sciences,
• Humanities and general culture
• Basic language knowledge.

Skills:

• Social skills for communication.
• Planning and decision-making skills.
• General intellectual skills.
• Creativity
• Autoregulation.
• Social skills for managing feelings.
• Skills to cope with stress and frustration.

Attitudes:

• Consistency and persistence for study and self-learning.
• Assertiveness and empathy to interact effectively.
• Availability for collaborative and teamwork.
• Creative, entrepreneurial and proactive attitude.
• Motivation.
• Perfectionism.
• Recognition and respect for peers and authorities (follow and follow instructions).

Values:

• Solidarity.
• Responsibility for yourself, for people and for nature.
• Respect and tolerance of the beliefs and ideologies of others.
• Commitment (act with availability, responsibility, knowledge and conviction).
• Respect for the equals and superiors.

The graduate profile of the bachelor of Nursing and Obstetrics consists of the skills that allow him to practice his professional practice with quality, in any field of performance. It is made up of generic competencies and specific competencies.

GC1. Plan your educational and life project under the principles of freedom, respect, social responsibility and justice to contribute as an agent of change to the development of your environment.

GC2. Communicates orally, in writing and digital in Spanish and in a foreign language to expand the academic, social and professional networks which allows to acquire a regional integration with perspective international.

GC3. Manages the information technologies responsibly and ethically in their academic and professional processes.

GC4. Supports a personal stance on issues of general interest and relevance, considering other points of view in a critical, respectful and thoughtful way.

GC5. Choose an d practice healthy lifestyles that enable balanced academic and professional performance.

GC6. Maintains a respectful attitude towards interculturality and diversity to create spaces for human, academic and professional coexistence and build inclusive societies.

GC7. Is sensitive to art and participated in the appreciation and interpretation of its expressions in different genders that promote its integral formation.

GC8. Is an innovative and competitive leader in the discipline of field of choice, who continuously learns about himself, about new concepts, processes and methodologies that allow him to provide timely solutions and strategies, evaluating the impact of his decisions.

GC9. Recognizes the skills and strengths of the people with which it collaborates and generates an environment of trust that allows guidance towards meeting the goals of the organization or projects in which it perform, always with ethical behavior and moral integrity.

SC1. Promotes the development of a person’s healthy self-care and lifestyle skills, at different stages of life, as well as the family and community, through health education and disease prevention interventions.

SC2. Provides human care to the person during the reproductive cycle, to the child, adolescent, adult and to the family and community in health and disease situations, applying the nursing process.

SC3. Applies in nursing care the theoretical and methodological foundations that explain the health and disease of people, family and community.

SC4. Uses scientific methodology and different procedures and instruments to explain the phenomenon of health and disease, as well as to apply scientific knowledge and improve nursing practice.

SC5. Manages specific nursing work areas to ensure the effectiveness and efficiency of care in different fields of action.

SC6. Designs, implements and evaluates health and human resources upgrade and training programs in different fields of action to raise the quality of health care.

Find out more at www.ugto.mx/admision

The study plan of the bachelor’s program in Nursing and Obstetrics has a value of 307 credits, as suggested by the Mexican Council for the Accreditation of Nursing A.C., of which 285 correspond to the 51 mandatory learning units and 20 credits the optional ones, of these are offered 9 learning units with a value of 5 credits each, therefore, the student will be able to select four optional learning units.

The study plan is developed in semesters, it is estimated that an average full-time student takes the total credits in 8 semesters, plus the year of professional social service.

Based on the nature of the learning units, they were organized in the following areas:

This bachelor allows the University of Guanajuato to position itself as part of the developing institutes with programs to form people so they can incur in Guanajuato's educational field.

Its singularity relies on the creation of specialists in education, capable of developing a critical thinking about the field as well as to perform in planning, management, design and reform of educational practices.

The bachelor was evaluated while running, this provided the rise of a new curricular proposal that updates the first version and keeps its original sense and structure.

For this purpose, a permanent following and evaluation seminar rose, and allowed recovering the students, graduates, employers and professors vision.

Form reflexive professionals capable of researching and using the knowledge creatively in different scopes of the educational process, design and management of new alternatives and trends in education tending to optimize individual potencialities as well as a more just and equative society.

• Knowledge and general culture accordingly to the graduate profile in high school education.
• Basic academic abilities such as written language, analysis, synthesize and reasoning ability.
• Calling for the educational field.
• Calling for the service and support of others.
• Empathy with people in need of support.
• Responsible attitude, commitment and service.

Some competencies relate to the aim of the bachelor in education:

• Form reflexive professionals.
• Research and use knowledge creatively.
• Understand different dimensions of the educational process.
• Problem-solving knowledge application.
• Capability to design and manage new educational alternatives.
• Develop individual strengths for a just and equitable society.

The job opportunities for the graduate in this bachelor are found in institutions inside the education system and coordinating entities who dictate the educational policy such as the "Secretaría de Educacion de Guanajuato (SEG)."

In such virtue, in every educational institution, entity or academic unit that has direct or indirect contact, be that public or private, there are possibilities to find work for experts in Education.

The education being a permanent, complex and continuous process for life which develops in many shapes, stages and circumstances; its action transcends in every closed and formal space beyond "school". This implies a diversity of government and nongovernment organizations, as well as, cultural, sports and social spaces among others. Of course, in them, a graduate in Education can work.

Some institutions require several education specialists. Such is the case of the University of Guanajuato because in its academic units and dependencies, wishfully needs experts in education, who support the planning and prospective plans; educative management and policy, educative orienting and calling, communitarian development, curricular design, education management and teaching, among others.

Its modality is a credit system.

The study plan is organized, in a suggestive manner, in eight enrollments, divided in two large phases: basic and deepening, each one with four enrollments.

Basic phase of the study plan

The basic formation phase covers 23 subjects and has 160 credits, without considering the optional subjects that the student could course. Its purposes are: know the foundation for the educational thinking, strengthen the tools of academic work, propitiate the development of the research skills, create awareness of the educational problems realities and favor the development as a person. This way, it favors the questioning and purposeful attitude, as well as the ability to plan questions to be addressed in later curricular spaces.

Based in the previous, the basic phase divides in two axis:

• Conceptual-theoretical axis. This axis divides into four formational areas: philosophical, social-cultural, psycho-pedagogic and educational integration.
• Methodological axis. This axis divides into four formational areas: basic skills, computing, methodology and research and academic tutoring.

Check the curricular map of the Basic Phase

Deepening phase of the study plan

This phase is found in the last four enrollments of the major, covers 9 mandatory subjects and 10 selective, giving a total of 19 subjects, which in credits translates into 66 and 58 respectively, summing up 124.

Here we found the methodological and contextual-theoretical axis. The methodological axis seeks to consolidate the formation in practical and methodological aspects that allow them to confront and study the theory with reality, forming for research and to develop the degree work.

Check the curricular map of the Deepening Phase