In-company courses

Methodology and Objectives

The classes are communicative, practical, and interactive, focused on the professional environment. Our programs are established in collaboration with the training departments and tailored to the actual needs of the corporate students. The Human Resources departments of different companies determine the class schedule. A complete course consists of approximately 120 hours, covering a full level of the CEFR (Common European Framework of Reference for Languages).

Advantages for the HR departments

• Ongoing communication between our administration and training managers.
• Management of obtaining Fundae subsidies.
• Highly competitive prices, even reaching zero cost.
• Evaluation of all employees’ proficiency levels according to the Common European Framework at no cost.
• Organization of study groups.
• Monthly electronic submission of attendance sheets and invoices.
• Regular progress reports.
• Continuous evaluation of student progress.
• Advantages for all corporate students: Access to a multimedia library. consultation services, discounts, invitations, and family packages.

• Flexibility in scheduling and cancellation policy.
• Translation services and interpreter services at preferential rates.
• Fundae organizing center.

Includes:

• Course
• Initial level test and needs analysis
• Monthly attendance tracking
• Exam and Certificate of Attendance at the end of the program
• Satisfaction questionnaire
• Travel to the training location
• Pedagogical guidance
• Teaching materials and supplementary resources
• Access to the self-learning room and resources
• Access to material loans: DVDs, novels, magazines.

  Contents and Objectives

  LEVEL A1.1 (INITIAL PROFESSIONAL)

  Content Organization

  The content of this sub-level is organized with reference to the inventories of the Curricular Plan of the Instituto Cervantes (PCIC), in accordance with the Common European Framework of Reference for Languages (CEFR).

  Its distribution corresponds to the different components of communicative competence and promotes the balanced development of linguistic, pragmatic and intercultural competences, as well as the dimensions of the learner as a social agent and as an autonomous learner.

  The content is developed progressively, integrating from the outset communicative situations specific to the professional and business environment that enable learners to function in simple workplace contexts.

  Grammatical Component (PCIC)

  By the end of sub-level A1.1, the learner will have worked on, among others, the following content:

  • The Spanish alphabet and pronunciation of the most frequent sounds.

  • Pronunciation and intonation in greetings, introductions and brief conversations.

  • Gender and number of nouns and adjectives.

  • Definite and indefinite articles.

  • Noun agreement.

  • Subject personal pronouns.

  • Present indicative of regular verbs.

  • High-frequency irregular verbs:

    • ser

    • estar

    • tener

    • trabajar

    • ir

  • Initial contrast between ser and estar.

  • Difference between hay and está / están.

  • Basic interrogative words.

  • Cardinal numbers.

  • Times, dates and working hours.

  • Frequent prepositions (en, de, a, con).

  • Basic connectors (y, pero).

  • The ir a + infinitive construction to express immediate plans.

  Pragmatic-Discursive Component (PCIC)

  Learners will develop the communicative functions appropriate to sub-level A1.1 as applied to the professional environment.

  They will be able to:

  Informative Functions

  • Introduce themselves personally and professionally.

  • Introduce colleagues.

  • State their job position and department.

  • Explain very simple work-related duties.

  • Provide basic personal and professional information.

  Social Functions

  • Greet and say goodbye in workplace contexts.

  • Say thank you.

  • Ask for permission.

  • Request help.

  • Introduce themselves in a simple meeting.

  • Handle a very brief initial telephone conversation.

  • Use basic professional courtesy formulas.

  Expressive Functions

  • Express work-related preferences.

  • Express basic needs.

  • Show availability.

  • Confirm or reject something in a simple way.

  Discourse Organization

  • Use short sentences in basic professional conversations.

  • Ask simple questions related to work.

  • Maintain brief communicative exchanges.

  Notional Content (PCIC)

  During this sub-level, the following concepts will be covered:

  • Personal and professional identity.

  • Company and basic organization.

  • Job positions.

  • Departments.

  • Working hours.

  • Present time.

  • Location within the company.

  • Quantity and numbers.

  • Basic professional relationships.

  • Work routines.

  Intercultural Competence (PCIC)

  Cultural References

  • Basic professional courtesy rules in Spain.

  • Working hours.

  • Typical organization of the working day.

  • Professional introductions.

  • Relationships between colleagues.

  • First work meetings.

  Sociocultural Knowledge and Behaviours

  Learners will learn to:

  • use courtesy formulas appropriate to the workplace;

  • address colleagues and superiors correctly;

  • respect turn-taking in simple meetings;

  • recognize basic differences between business cultures.

  Intercultural Skills and Attitudes

  Learners will progressively develop the ability to:

  • show respect for different styles of professional communication;

  • adapt to basic workplace interaction rules;

  • appreciate cultural diversity in the workplace;

  • act in a collaborative and respectful manner.

  The Learner as a Social Agent (PCIC)

  By the end of sub-level A1.1, the learner will be able to:

  • introduce themselves in a professional environment;

  • identify their position and department;

  • exchange basic information with colleagues;

  • request help in simple workplace situations;

  • understand and give very brief instructions;

  • participate in basic conversations related to the company’s daily activities;

  • use common professional courtesy formulas.

  The Learner as an Autonomous Learner (PCIC)

  During this sub-level, learners will develop strategies for managing their learning in professional contexts.

  Planning

  • Identify language needs related to their job position.

  • Set basic learning objectives.

  Learning Strategies

  • Use vocabulary specific to their professional field.

  • Consult glossaries and digital resources.

  • Record new vocabulary related to the company.

  Self-Regulation

  • Identify frequent errors in workplace communication situations.

  • Ask for clarification when necessary.

  • Participate in guided self-assessment activities.

  Cooperative Learning

  • Participate in simulations of professional situations.

  • Collaborate with other colleagues on communicative tasks.

  • Share strategies for dealing with common workplace situations. 

  LEVEL A1.2

  Grammatical Component (PCIC)

  By the end of sub-level A1.2, the learner will have worked on, among others, the following content:

  • Consolidation of the present indicative.

  • High-frequency irregular verbs:

    • hacer

    • querer

    • poder

    • venir

    • decir

  • Reflexive verbs related to the work routine.

  • Consolidation of the contrast between ser and estar.

  • Consolidation of the contrast between hay and está / están.

  • Demonstrative and possessive adjectives and pronouns.

  • Basic cardinal and ordinal numbers.

  • Expressions of frequency.

  • Frequently used prepositions.

  • The ir a + infinitive construction.

  • Verbs gustar, interesar, necesitar and preferir.

  • Basic connectors:
    y, pero, porque, también, después.

  Pragmatic-Discursive Component (PCIC)

  Learners will develop the communicative functions appropriate to sub-level A1.2 as applied to the professional environment.

  They will be able to:

  Informative Functions

  • Describe their job position.

  • Explain usual tasks.

  • Talk about working hours and work routines.

  • Present the company in a simple way.

  • Explain the basic organization of a department.

  Social Functions

  • Receive and assist visitors.

  • Request and provide simple work-related information.

  • Arrange a basic meeting.

  • Confirm appointments and schedules.

  • Maintain brief conversations with clients and colleagues.

  • Handle simple telephone calls.

  Expressive Functions

  • Express work-related preferences.

  • State their availability.

  • Express basic work-related needs.

  • Request help.

  • Confirm or reject simple proposals.

  Discourse Organization

  • Maintain brief conversations related to work activities.

  • Ask simple questions.

  • Organize brief messages using basic connectors.

  Notional Content (PCIC)

  During this sub-level, the following concepts will be covered:

  • Company organization.

  • Departments.

  • Job functions.

  • Working hours and schedule.

  • Meetings.

  • Telephone.

  • Email.

  • Present time and near future.

  • Professional routines.

  • Relationships between colleagues and clients.

  • Organization of the workspace.

  Intercultural Competence (PCIC)

  Cultural References

  • Typical organization of work in Spain.

  • Working hours.

  • Professional relationships.

  • Customer service.

  • Telephone communication.

  • Work meetings.

  • Basic professional correspondence.

  Sociocultural Knowledge and Behaviours

  Learners will learn to:

  • use appropriate courtesy formulas in the professional environment;

  • address clients, colleagues and managers correctly;

  • interpret basic business communication rules;

  • recognize intercultural differences in the organization of work.

  Intercultural Skills and Attitudes

  Learners will progressively develop the ability to:

  • adapt to different styles of professional communication;

  • show respect for other organizational cultures;

  • act courteously and professionally;

  • positively appreciate the cultural diversity present in the company.

  The Learner as a Social Agent (PCIC)

  By the end of sub-level A1.2, the learner will be able to:

  • introduce themselves and introduce other professionals;

  • describe their job position and duties;

  • organize simple meetings;

  • request and provide work-related information;

  • handle basic telephone calls;

  • write very brief messages and emails;

  • participate in routine conversations with colleagues and clients.

  The Learner as an Autonomous Learner (PCIC)

  During this sub-level, learners will continue developing strategies for managing their learning in professional contexts.

  Planning

  • Set objectives related to communication needs at work.

  • Organize the study of professional vocabulary.

  Learning Strategies

  • Use specialized digital resources.

  • Create personal glossaries.

  • Record expressions commonly used in the company.

  • Learn vocabulary through real communicative situations.

  Self-Regulation

  • Review oral and written productions related to the workplace.

  • Identify frequent errors and correct them with assistance.

  • Participate in self-assessment activities focused on professional situations.

  Cooperative Learning

  • Participate in simulations of meetings and professional conversations.

  • Collaborate on communicative tasks related to the company.

  • Share resources and strategies to improve workplace communication.

  Professional Application Contexts

  The content of this sub-level will preferably be applied through tasks related to real workplace situations, such as:

  • introducing oneself in a work meeting;

  • describing one’s position and professional responsibilities;

  • explaining the basic functioning of the company;

  • organizing schedules and agendas;

  • arranging and confirming meetings;

  • making and receiving simple telephone calls;

  • receiving visitors and directing clients;

  • writing brief emails (greetings, confirmations, thank-you messages and requests for information);

  • participating in informal conversations with colleagues during the working day;

  • requesting and offering help with everyday company tasks.

  LEVEL A2.1 – BASIC PROFESSIONAL

  Grammatical Component (PCIC)

  By the end of sub-level A2.1, the learner will have worked on, among others, the following content:

  • Consolidation of the present indicative.

  • Present perfect indicative.

  • Introduction to the preterite to narrate completed actions.

  • Initial contrast between present and past.

  • Frequently used verbal constructions:

    • ir a + infinitive

    • tener que + infinitive

    • poder + infinitive

    • deber + infinitive

  • Frequently used direct and indirect object pronouns.

  • Basic comparatives and superlatives.

  • Common quantifiers.

  • Adverbs of frequency and time.

  • Sequence connectors:
    primero, después, luego, finalmente.

  • Consolidation of the most frequently used prepositions.

  Pragmatic-Discursive Component (PCIC)

  Learners will develop the communicative functions appropriate to sub-level A2.1 as applied to the professional environment.

  They will be able to:

  Informative Functions

  • Describe work tasks and responsibilities.

  • Explain simple processes related to work.

  • Talk about recent professional experiences.

  • Report common incidents.

  • Explain changes to schedules, agendas or tasks.

  Social Functions

  • Participate in brief meetings.

  • Request and provide clarification.

  • Confirm information.

  • Handle simple customer enquiries.

  • Resolve minor communication issues.

  • Give and receive basic instructions.

  Expressive Functions

  • Express agreement and disagreement in a simple way.

  • Express opinions related to work.

  • Express professional preferences.

  • Justify simple decisions.

  • Propose basic solutions.

  Discourse Organization

  • Narrate recent events related to professional activities.

  • Organize simple explanations using connectors.

  • Maintain somewhat longer workplace conversations.

  • Understand common instructions in the workplace.

  Notional Content (PCIC)

  During this sub-level, the following concepts will be covered:

  • Internal organization of the company.

  • Work processes.

  • Customer service.

  • Meetings.

  • Professional agenda.

  • Time management.

  • Professional experience.

  • Training.

  • Incidents.

  • Changes and planning.

  • Face-to-face, telephone and written communication.

  Intercultural Competence (PCIC)

  Cultural References

  • Business organization in Spain.

  • Labour relations and teamwork.

  • Customer service.

  • Face-to-face and telephone professional communication.

  • Basic meeting rules.

  • Common professional correspondence.

  Sociocultural Knowledge and Behaviours

  Learners will learn to:

  • participate appropriately in simple meetings;

  • use courtesy formulas adapted to the professional context;

  • interpret common operating rules in Spanish companies;

  • recognize cultural differences in business communication.

  Intercultural Skills and Attitudes

  Learners will progressively develop the ability to:

  • adapt their communication to interlocutors from different cultures;

  • act respectfully and flexibly in multicultural teams;

  • understand different working styles;

  • value cultural diversity as a professional resource.

  The Learner as a Social Agent (PCIC)

  By the end of sub-level A2.1, the learner will be able to:

  • actively participate in conversations related to their work;

  • describe common processes and tasks;

  • resolve simple issues with clients or colleagues;

  • organize brief meetings;

  • request and provide information independently;

  • explain recent professional experiences;

  • collaborate with other professionals using clear and appropriate language.

  The Learner as an Autonomous Learner (PCIC)

  During this sub-level, learners will develop strategies that promote greater autonomy in language learning for professional purposes.

  Planning

  • Identify new communication needs arising from their professional activities.

  • Set specific objectives related to real workplace situations.

  Learning Strategies

  • Use authentic company documents as learning support.

  • Expand professional vocabulary through reading, meetings and commonly used documents.

  • Consult dictionaries, glossaries and specialized digital resources.

  Self-Regulation

  • Review oral and written productions related to the workplace.

  • Identify frequent errors and apply correction strategies.

  • Participate in self-assessment and reflection activities concerning progress made.

  Cooperative Learning

  • Participate in simulations of meetings, telephone calls and customer service situations.

  • Carry out collaborative tasks related to real company situations.

  • Share resources and strategies with colleagues to improve professional communication.

  Professional Application Contexts

  The content of this sub-level will preferably be applied through tasks related to real workplace situations, such as:

  • participating in brief coordination meetings;

  • explaining usual tasks and procedures;

  • reporting on the status of a project or activity;

  • handling basic customer enquiries;

  • resolving minor service issues;

  • describing professional experiences and training;

  • writing simple emails to request or provide information;

  • organizing agendas, appointments and meetings;

  • making telephone calls to confirm orders, schedules or visits;

  • collaborating in teamwork activities through simple communicative exchanges.

  LEVEL A2.2

  Grammatical Component (PCIC)

  By the end of sub-level A2.2, the learner will have worked on, among others, the following content:

  • Consolidation of the present indicative.

  • Consolidation of the present perfect.

  • Consolidation of the preterite.

  • Introduction to the contrast between present perfect and preterite.

  • Introduction to the imperfect to describe situations and contexts.

  • Frequently used verbal constructions:

    • tener que + infinitive

    • deber + infinitive

    • seguir + gerundio

    • volver a + infinitive

    • empezar a + infinitive

  • Direct and indirect object pronouns.

  • Comparatives and superlatives.

  • Time expressions related to work planning.

  • Sequence and cause connectors:
    primero, después, mientras, porque, por eso, entonces, finalmente.

  • Consolidation of interrogative and courtesy structures.

  Pragmatic-Discursive Component (PCIC)

  Learners will develop the communicative functions appropriate to sub-level A2.2 as applied to the professional environment.

  They will be able to:

  Informative Functions

  • Describe work processes with greater precision.

  • Explain completed tasks and finished projects.

  • Narrate professional experiences.

  • Report incidents and the solutions adopted.

  • Explain changes in the organization of work.

  Social Functions

  • Participate actively in brief meetings.

  • Request and provide clarification.

  • Handle routine customer enquiries.

  • Organize appointments, schedules and visits.

  • Resolve simple issues independently.

  • Give and understand work-related instructions.

  Expressive Functions

  • Express opinions on professional topics.

  • Justify simple decisions.

  • Express agreement, disagreement and preferences.

  • Make basic suggestions.

  • Express obligation, necessity and possibility.

  Discourse Organization

  • Relate past events connected with work.

  • Organize explanations using simple connectors.

  • Maintain longer workplace conversations.

  • Understand and produce spoken and written messages related to professional activities.

  Notional Content (PCIC)

  During this sub-level, the following concepts will be covered:

  • Organization and functioning of the company.

  • Work processes.

  • Customer service and follow-up.

  • Meetings and planning.

  • Professional agenda.

  • Work experiences.

  • Training and professional development.

  • Resolution of incidents.

  • Organizational changes.

  • Task objectives and planning.

  • Face-to-face, telephone and written communication.

  Intercultural Competence (PCIC)

  Cultural References

  • Business organization in Spain.

  • Corporate culture.

  • Professional relationships.

  • Customer service.

  • Teamwork.

  • Written and telephone communication.

  • Basic meeting and presentation protocols.

  Sociocultural Knowledge and Behaviours

  Learners will learn to:

  • use courtesy formulas adapted to different workplace contexts;

  • interpret common operating rules in Spanish companies;

  • recognize cultural differences in the management of meetings, schedules and professional relationships;

  • act naturally in common workplace situations.

  Intercultural Skills and Attitudes

  Learners will progressively develop the ability to:

  • adapt to different styles of professional communication;

  • work effectively with people from different cultures;

  • show flexibility towards different forms of business organization;

  • value cultural diversity as an enriching element of the workplace.

  The Learner as a Social Agent (PCIC)

  By the end of sub-level A2.2, the learner will be able to:

  • function independently in most common communicative situations in the workplace;

  • participate actively in simple meetings;

  • explain tasks, procedures and professional experiences;

  • resolve common issues with clients and colleagues;

  • collaborate in work teams using appropriate language;

  • organize activities and manage information related to their job position.

  The Learner as an Autonomous Learner (PCIC)

  During this sub-level, learners will consolidate strategies for continuing to develop their communicative competence in the professional environment.

  Planning

  • Identify new language needs related to the development of their job position.

  • Set personal objectives for improving communication skills.

  Learning Strategies

  • Use authentic company documentation as a learning resource.

  • Expand specific vocabulary through observation and use in real situations.

  • Consult specialized resources and digital tools to resolve language-related questions.

  Self-Regulation

  • Review and improve oral and written productions related to work.

  • Identify frequent errors and apply self-correction strategies.

  • Use self-assessment to plan new learning goals.

  Cooperative Learning

  • Participate in simulations of meetings, simple negotiations and customer service situations.

  • Carry out collaborative tasks related to professional projects.

  • Share resources and strategies to improve communication within the company.

  Professional Application Contexts

  The content of this sub-level will preferably be applied through tasks related to real workplace situations, such as:

  • participating in follow-up and coordination meetings;

  • explaining usual company procedures and processes;

  • reporting on the status of projects and assigned tasks;

  • handling enquiries and resolving frequent issues with clients and suppliers;

  • organizing schedules, visits and professional travel;

  • writing emails to inform, request, confirm or respond to requests;

  • making telephone calls to coordinate activities and resolve common situations;

  • collaborating in work teams by sharing information and proposing simple solutions;

  • briefly presenting a product, service or internal company project.

  LEVEL B1.1 – INTERMEDIATE PROFESSIONAL

  Grammatical Component (PCIC)

  By the end of sub-level B1.1, the learner will have worked on, among others, the following content:

  • Consolidation of the present, present perfect, preterite and imperfect.

  • Contrast between the main past tenses.

  • Introduction to the pluperfect indicative.

  • Simple future to express predictions and professional planning.

  • Simple conditional to express courtesy, hypotheses and proposals.

  • Introduction to the present subjunctive in expressions of necessity, evaluation, desire and recommendation.

  • Basic subordinate clauses:

    • temporal;

    • causal;

    • final;

    • conditional;

    • simple relative clauses.

  • Basic reported speech.

  • Direct and indirect object pronouns.

  • Consolidation of frequently used verbal constructions.

  • Connectors for organization and argumentation:
    además, sin embargo, por eso, por tanto, primero, después, finalmente.

  Pragmatic-Discursive Component (PCIC)

  Learners will develop the communicative functions appropriate to sub-level B1.1 as applied to the professional environment.

  They will be able to:

  Informative Functions

  • Present simple projects.

  • Explain work procedures.

  • Describe internal company processes.

  • Report on results and objectives.

  • Narrate professional experiences.

  Social Functions

  • Participate in work meetings.

  • Request and provide clarification.

  • Negotiate simple matters.

  • Resolve common issues.

  • Coordinate tasks with other departments.

  • Handle customer enquiries independently.

  Expressive Functions

  • Express reasoned opinions.

  • Justify decisions.

  • Make proposals.

  • Express agreement and disagreement in an argued manner.

  • Recommend solutions.

  • Express possibility, obligation and appropriateness.

  Discourse Organization

  • Organize brief presentations.

  • Link ideas using connectors.

  • Maintain workplace conversations of some duration.

  • Adapt the register to common professional situations.

  Notional Content (PCIC)

  During this sub-level, the following concepts will be covered:

  • Business organization.

  • Project management.

  • Teamwork.

  • Customer service.

  • Internal processes.

  • Quality.

  • Professional objectives.

  • Continuing professional development.

  • Time management.

  • Problem-solving.

  • Internal and external communication.

  • Innovation and improvement.

  Intercultural Competence (PCIC)

  Cultural References

  • Spanish business culture.

  • Leadership styles.

  • Professional relationships.

  • Meetings and negotiation.

  • Customer service.

  • Digital communication within the company.

  • Cultural diversity in international organizations.

  Sociocultural Knowledge and Behaviours

  Learners will learn to:

  • participate appropriately in work meetings;

  • adapt their communication to the required degree of formality;

  • interpret implicit rules of professional interaction;

  • recognize cultural differences in negotiation and decision-making.

  Intercultural Skills and Attitudes

  Learners will progressively develop the ability to:

  • collaborate effectively in multicultural teams;

  • adapt their communication to different interlocutors;

  • manage common intercultural situations;

  • value diversity as an enriching element of the professional environment.

  The Learner as a Social Agent (PCIC)

  By the end of sub-level B1.1, the learner will be able to:

  • actively participate in work meetings;

  • explain professional procedures, projects and objectives;

  • collaborate with teams from different departments;

  • negotiate simple matters related to work activities;

  • resolve common issues with clients and colleagues;

  • communicate information clearly and in an organized manner through different channels.

  The Learner as an Autonomous Learner (PCIC)

  During this sub-level, learners will consolidate strategies for continuing to develop their communicative competence in the professional environment.

  Planning

  • Identify language needs arising from new professional responsibilities.

  • Set specific objectives for improving communication skills.

  Learning Strategies

  • Use real company documents to expand specialized vocabulary.

  • Consult authentic sources related to their professional sector.

  • Incorporate common business expressions into their linguistic repertoire.

  Self-Regulation

  • Review oral and written productions according to criteria of accuracy, clarity and appropriateness.

  • Identify strengths and areas for improvement.

  • Use self-assessment to plan continuous learning.

  Cooperative Learning

  • Participate in collaborative projects.

  • Share resources and strategies with other colleagues.

  • Carry out communicative tasks related to real professional situations.

  • Reflect together on the communication strategies used.

  Professional Application Contexts

  The content of this sub-level will preferably be applied through tasks related to real workplace situations, such as:

  • participating in project coordination and follow-up meetings;

  • presenting proposals or reporting on the status of a task;

  • explaining work procedures and internal protocols;

  • negotiating simple matters with clients, suppliers or colleagues;

  • writing emails to inform, request, justify or respond to issues;

  • making professional telephone calls and participating in professional videoconferences;

  • handling complaints and resolving common customer problems;

  • collaborating in work teams by sharing information and making simple decisions;

  • preparing brief reports, meeting minutes and presentations related to company activities.

  LEVEL B2.2

  1. Grammatical Component (PCIC)

  By the end of sub-level B2.2, the learner will have worked on, among others, the following content:

  • Consolidation of the indicative and subjunctive verbal systems.

  • Consolidation of the contrast between indicative and subjunctive in noun, relative, temporal, concessive and conditional clauses.

  • Present perfect subjunctive.

  • Introduction to the imperfect subjunctive in the most frequent contexts of use.

  • Future and conditional with values of probability, hypothesis and courtesy.

  • Reported speech with changes in tense and deictic references.

  • Complex subordinate clauses:

    • noun clauses;

    • relative clauses;

    • temporal clauses;

    • causal clauses;

    • consecutive clauses;

    • concessive clauses;

    • conditional clauses;

    • final clauses.

  • Nominalization and reformulation devices.

  • Textual cohesion mechanisms.

  • Discourse markers used to structure, argue and qualify discourse:
    no obstante, sin embargo, por consiguiente, de hecho, por otra parte, en cambio, asimismo, en definitiva, por el contrario.

  Pragmatic-Discursive Component (PCIC)

  Learners will develop the communicative functions appropriate to sub-level B2.2 as applied to the professional environment.

  They will be able to:

  Informative Functions

  • Present complex projects clearly and in a structured manner.

  • Synthesize information from various sources.

  • Explain specialized processes and procedures.

  • Analyze results and draw conclusions.

  • Communicate organizational and strategic changes.

  Social Functions

  • Lead and moderate work meetings.

  • Negotiate agreements with clients, suppliers and collaborators.

  • Manage conflicts through effective communication strategies.

  • Coordinate teams and projects.

  • Participate in interviews, evaluations and professional presentations.

  • Communicate confidently in face-to-face and virtual meetings.

  Expressive Functions

  • Defend opinions using solid and well-organized arguments.

  • Evaluate alternatives and make well-founded decisions.

  • Formulate recommendations and improvement proposals.

  • Express hypotheses, probability and nuances precisely.

  • Persuade and negotiate using argumentative strategies.

  Discourse Organization

  • Prepare complex professional presentations.

  • Write well-structured reports and business documents.

  • Adapt the register to the interlocutor and context.

  • Use cohesion, reformulation and summarization mechanisms flexibly.

  Notional Content (PCIC)

  During this sub-level, the following concepts will be covered:

  • Business strategy.

  • Leadership and team management.

  • Project management.

  • Business innovation and transformation.

  • Change management.

  • Corporate communication.

  • Advanced negotiation.

  • Quality and continuous improvement.

  • Internationalization.

  • Corporate social responsibility.

  • Decision-making.

  • Resolution of complex conflicts.

  Intercultural Competence (PCIC)

  Cultural References

  • Business culture in Spain and the Spanish-speaking world.

  • Intercultural communication in international organizations.

  • Business protocols.

  • Leadership and negotiation across different cultures.

  • Corporate social responsibility and business ethics.

  • Diversity and inclusion in the workplace.

  Sociocultural Knowledge and Behaviours

  Learners will learn to:

  • adapt their communication to different business cultures;

  • interpret implicit rules of professional interaction;

  • manage meetings and negotiations in multicultural contexts;

  • recognize differences in leadership, organizational and decision-making styles.

  Intercultural Skills and Attitudes

  Learners will progressively develop the ability to:

  • operate effectively in international teams;

  • adapt communication strategies to interlocutors from different cultures;

  • prevent and resolve intercultural misunderstandings;

  • promote respectful, inclusive and effective communication in the professional environment.

  The Learner as a Social Agent (PCIC)

  By the end of sub-level B2.2, the learner will be able to:

  • lead meetings and coordinate work teams;

  • present projects and results to different audiences;

  • negotiate agreements and resolve conflicts effectively;

  • represent the company in national and international professional contexts;

  • collaborate on multidisciplinary and multicultural projects;

  • make appropriate communication decisions according to the context and interlocutor.

  The Learner as an Autonomous Learner (PCIC)

  During this sub-level, learners will consolidate strategies that promote autonomous, critical learning oriented towards continuous professional development.

  Planning

  • Define language objectives related to professional development.

  • Identify specific communication needs within their field of work.

  Learning Strategies

  • Use specialized authentic documentation (reports, contracts, presentations, technical documentation, business press and digital resources).

  • Expand the lexical, phraseological and discourse repertoire specific to the business environment.

  • Analyze real models of corporate communication to improve oral and written production.

  Self-Regulation

  • Review productions according to criteria of accuracy, appropriateness, cohesion and communicative effectiveness.

  • Apply self-correction and continuous improvement strategies.

  • Use self-assessment and peer assessment to plan new learning goals.

  Cooperative Learning

  • Participate in highly complex collaborative projects.

  • Share communication strategies and best practices.

  • Reflect on the effectiveness of communication in different professional contexts.

  • Collaborate in problem-solving through teamwork.

  Professional Application Contexts

  The content of this sub-level will preferably be applied through tasks related to real workplace situations, such as:

  • leading planning, coordination and project evaluation meetings;

  • presenting strategies, results and reports to management teams, clients or collaborators;

  • negotiating contracts, deadlines, budgets and collaboration terms;

  • writing executive reports, commercial proposals, action plans and corporate documentation;

  • participating in international meetings and videoconferences with interlocutors from different cultures;

  • managing complaints, conflicts and mediation processes in the professional environment;

  • coordinating multidisciplinary and multicultural teams;

  • preparing persuasive presentations to defend projects, products or services;

  • analyzing information from different sources and formulating recommendations for decision-making.

  LEVEL C1.1

  Grammatical Component (PCIC)

  By the end of sub-level C1.1, the learner will have worked on, among others, the following content:

  • Consolidation of the indicative and subjunctive verbal systems.

  • Further development of the contrast between indicative, subjunctive and conditional according to communicative intention.

  • Consolidation of the imperfect subjunctive.

  • Introduction to the pluperfect subjunctive in the most frequent contexts of use.

  • Complex reported speech with transformation of tenses and temporal references.

  • Complex subordinate clauses:

    • noun clauses;

    • relative clauses;

    • temporal clauses;

    • causal clauses;

    • consecutive clauses;

    • concessive clauses;

    • conditional clauses;

    • comparative clauses;

    • final clauses.

  • Nominalization and impersonal constructions typical of professional discourse.

  • Advanced cohesion, reformulation and summarization devices.

  • Discourse markers used to organize, qualify, argue, reformulate and conclude:
    en consecuencia, en definitiva, dicho de otro modo, por consiguiente, no obstante, a pesar de ello, por el contrario, de igual modo, en cualquier caso.

  Pragmatic-Discursive Component (PCIC)

  Learners will develop the communicative functions appropriate to sub-level C1.1 as applied to the professional environment.

  They will be able to:

  Informative Functions

  • Present strategic projects with precision and clarity.

  • Synthesize information from multiple sources.

  • Analyze data and draw well-founded conclusions.

  • Explain complex processes while adapting discourse to the intended audience.

  • Prepare executive reports and professional presentations.

  Social Functions

  • Lead meetings and work teams.

  • Moderate professional debates.

  • Negotiate complex agreements.

  • Manage conflicts through effective communication strategies.

  • Participate in recruitment, evaluation and professional development processes.

  • Represent the company in institutional or international meetings.

  Expressive Functions

  • Defend proposals through complex arguments.

  • Persuade using appropriate rhetorical strategies.

  • Express nuances, hypotheses and evaluations precisely.

  • Justify strategic decisions.

  • Formulate recommendations and improvement proposals.

  Discourse Organization

  • Construct extensive and cohesive professional discourse.

  • Adapt the register to the interlocutor, channel and context.

  • Use advanced cohesion and reformulation mechanisms.

  • Handle spontaneous interventions naturally in meetings, presentations and negotiations.

  Notional Content (PCIC)

  During this sub-level, the following concepts will be covered:

  • Management and leadership.

  • Strategic management.

  • Innovation and digital transformation.

  • Corporate communication.

  • Project management.

  • Advanced negotiation.

  • Change management.

  • Quality and business excellence.

  • Corporate social responsibility.

  • Professional ethics.

  • Internationalization.

  • Talent management.

  Intercultural Competence (PCIC)

  Cultural References

  • Business culture in Spain and the Spanish-speaking world.

  • Leadership and management models.

  • International negotiation.

  • Institutional and corporate communication.

  • Diversity, inclusion and sustainability.

  • International professional relationships.

  Sociocultural Knowledge and Behaviours

  Learners will learn to:

  • adapt their communication to different international business contexts;

  • interpret implicit rules of professional interaction;

  • manage intercultural meetings and negotiations;

  • recognize cultural differences in leadership, communication and decision-making styles.

  Intercultural Skills and Attitudes

  Learners will progressively develop the ability to:

  • lead multicultural teams with intercultural sensitivity;

  • adapt communication strategies to different organizational cultures;

  • prevent and resolve intercultural misunderstandings;

  • act flexibly, respectfully and effectively in international professional environments.

  The Learner as a Social Agent (PCIC)

  By the end of sub-level C1.1, the learner will be able to:

  • lead meetings and coordinate work teams;

  • present and defend strategic projects to different audiences;

  • negotiate complex agreements with clients, suppliers and institutions;

  • represent the company in national and international contexts;

  • manage conflicts through effective communication strategies;

  • make appropriate communication decisions in highly complex professional situations.

  The Learner as an Autonomous Learner (PCIC)

  During this sub-level, learners will consolidate strategies for continuing to develop their professional communicative competence independently.

  Planning

  • Design a personal language development plan linked to their professional development.

  • Identify communication needs arising from new responsibilities or management functions.

  Learning Strategies

  • Use specialized documentation (reports, studies, regulations, sector publications, business press and digital resources).

  • Analyze real models of corporate communication and leadership.

  • Expand the lexical, phraseological and discourse repertoire specific to their professional field.

  Self-Regulation

  • Review oral and written productions according to criteria of accuracy, cohesion, appropriateness and communicative effectiveness.

  • Apply advanced self-correction and continuous improvement strategies.

  • Use self-assessment and peer assessment to guide lifelong learning.

  Cooperative Learning

  • Lead collaborative projects.

  • Share communication best practices with other professionals.

  • Participate in mentoring and peer-learning processes.

  • Critically reflect on the effectiveness of communication strategies used in different professional contexts.

  Professional Application Contexts

  The content of this sub-level will preferably be applied through tasks related to real professional situations, such as:

  • leading strategic meetings and decision-making processes;

  • presenting business plans, innovation projects or corporate results to different audiences;

  • negotiating commercial agreements, partnerships and contracts with national and international interlocutors;

  • preparing executive reports, strategic proposals, annual reports and corporate documentation;

  • moderating debates and working groups in business environments;

  • managing mediation and internal or external conflict-resolution processes;

  • participating in management committees, institutional meetings and professional events;

  • coordinating multicultural teams and international projects;

  • analyzing complex information in order to formulate strategic recommendations and support decision-making.

  LEVEL C1.2

  Grammatical Component (PCIC)

  By the end of sub-level C1.2, the learner will have worked on, among others, the following content:

  • Consolidation and flexible use of the indicative and subjunctive verbal systems.

  • Mastery of the contrast between indicative, subjunctive and conditional according to communicative intention and professional context.

  • Consolidation of the imperfect and pluperfect subjunctive.

  • Advanced use of structures to express hypothesis, concession, condition, purpose, cause, consequence and contrast.

  • Modalization devices to express certainty, probability, doubt, evaluation and distance from the discourse.

  • Complex reported speech and advanced reformulation procedures.

  • Nominalization, impersonal constructions and passivization typical of corporate and administrative discourse.

  • Advanced textual cohesion devices: anaphoric and cataphoric references, ellipsis, lexical substitution and thematic organization.

  • Discourse markers used to structure, qualify, reformulate, argue and conclude:
    en consecuencia, en definitiva, por ende, dicho de otro modo, a pesar de ello, por consiguiente, en cualquier caso, desde esta perspectiva, por el contrario, de igual modo.

  Pragmatic-Discursive Component (PCIC)

  Learners will develop the communicative functions appropriate to sub-level C1.2 as applied to the professional environment.

  They will be able to:

  Informative Functions

  • Present strategic plans, projects and executive reports with precision and clarity.

  • Synthesize complex information from various sources.

  • Explain technical, organizational or strategic processes while adapting discourse to the intended audience.

  • Prepare well-founded recommendations for decision-making.

  • Communicate organizational changes and justify business strategies.

  Social Functions

  • Lead meetings, committees and work teams.

  • Moderate debates and negotiation processes.

  • Manage internal and external conflicts through effective communication strategies.

  • Represent the company in institutional, commercial or international meetings.

  • Participate in recruitment, performance evaluation and talent development processes.

  • Facilitate communication between teams, departments or interlocutors with different cultural and professional profiles.

  Expressive Functions

  • Defend complex proposals through solid and well-structured arguments.

  • Persuade using appropriate rhetorical strategies.

  • Express nuances, reservations, hypotheses and evaluations precisely.

  • Justify strategic and organizational decisions.

  • Formulate innovation and improvement proposals using convincing discourse.

  Discourse Organization

  • Produce extensive, cohesive and well-structured spoken and written discourse.

  • Adapt the register to the interlocutor, channel and communicative context.

  • Reformulate, synthesize and qualify information naturally.

  • Intervene spontaneously in highly complex meetings, presentations and negotiations.

  Notional Content (PCIC)

  During this sub-level, the following concepts will be covered:

  • Strategic management.

  • Leadership and change management.

  • Innovation and organizational transformation.

  • Corporate and institutional communication.

  • International negotiation.

  • Crisis management.

  • Social responsibility and sustainability.

  • Business ethics.

  • Governance and decision-making.

  • Talent management.

  • Internationalization of the company.

  • Strategic analysis and planning.

  Intercultural Competence (PCIC)

  Cultural References

  • Business culture in Spain and the Spanish-speaking world.

  • Institutional communication and international relations.

  • Business protocols and corporate diplomacy.

  • Cultural diversity in global organizations.

  • Intercultural leadership.

  • Current trends in business management and social responsibility.

  Sociocultural Knowledge and Behaviours

  Learners will learn to:

  • adapt their communication to different professional and cultural environments;

  • interpret implicit sociocultural references in business communication;

  • function effectively in international negotiations;

  • recognize cultural differences in the management of people, projects and organizations.

  Intercultural Skills and Attitudes

  Learners will progressively develop the ability to:

  • lead multicultural teams with intercultural sensitivity;

  • mediate between interlocutors from different organizational cultures;

  • prevent and manage conflicts arising from cultural differences;

  • promote inclusive, ethical and respectful communication in international contexts.

  The Learner as a Social Agent (PCIC)

  By the end of sub-level C1.2, the learner will be able to:

  • lead meetings, projects and multidisciplinary teams;

  • represent the organization in national and international professional contexts;

  • negotiate complex agreements with clients, suppliers and institutions;

  • manage change processes and resolve conflicts through effective communication strategies;

  • make communication decisions adapted to different interlocutors and contexts;

  • act as a mediator between individuals, departments or organizations when required.

  The Learner as an Autonomous Learner (PCIC)

  During this sub-level, learners will consolidate strategies for maintaining continuous learning oriented towards professional development.

  Planning

  • Design a personal language development plan linked to their professional career.

  • Identify communication needs arising from new management, coordination or institutional representation responsibilities.

  Learning Strategies

  • Use specialized documentation (strategic reports, regulations, sector publications, market studies and corporate documentation).

  • Analyze real models of leadership, negotiation and business communication.

  • Refine the lexical, phraseological and discourse repertoire specific to the professional environment.

  Self-Regulation

  • Critically evaluate their own oral and written productions according to criteria of accuracy, appropriateness, cohesion and communicative effectiveness.

  • Apply advanced review and continuous improvement strategies.

  • Use self-assessment, peer assessment and metacognitive reflection to guide lifelong learning.

  Cooperative Learning

  • Lead highly complex collaborative projects.

  • Share communication best practices with other professionals.

  • Participate in mentoring and peer-learning processes.

  • Critically reflect on the effectiveness of communication strategies used in different professional contexts.

  Professional Application Contexts

  The content of this sub-level will preferably be applied through tasks related to real professional situations, such as:

  • leading senior management meetings, strategic committees and decision-making processes;

  • presenting strategic plans, innovation projects, financial results or corporate proposals to different audiences;

  • negotiating commercial agreements, international partnerships, contracts and institutional agreements;

  • writing executive reports, annual reports, strategic proposals, corporate documentation and institutional communications;

  • representing the organization at conferences, trade fairs, meetings with public authorities or international forums;

  • managing mediation and conflict-resolution processes between departments, companies or multicultural teams;

  • coordinating international projects with interlocutors from different professional and cultural backgrounds;

  • analyzing complex information from various sources in order to formulate strategic recommendations and support decision-making;

  • leading internal training sessions, corporate presentations and organizational change communication processes.