Program Presentation
The Master in Bilingual Education is a specialized postgraduate university degree oriented to meet the challenges posed today by the practice of teaching in bilingual educational contexts. It is therefore a professionally oriented master's degree.
Its objective is to provide teachers with specific, rigorous, and updated pedagogical training so that they can promote and guide quality learning processes in bilingual schools where a non-native language is used as a vehicle for the teaching of official curricula.
The purpose of the degree is to offer a training that allows the development of conceptual, procedural, and attitudinal skills, interrelating key concepts on education and the development of didactic actions, integrating the advances of emerging technologies in bilingual educational contexts.
The program integrates and interrelates theory, practice, and action research. In other words, the idea is to create training spaces in which reflective pedagogical thinking, theoretical contributions, and practical experiences are fed back to form reflective and autonomous professionals, capable of taking responsibility for their training process and professional development.
Who is the programme for?
Education professionals who wish to work in bilingual educational contexts and who have the following training:
- Bachelor’s degree holder in English Language and Literature or English Philology.
- Bachelor’s degree holder in Translation and Interpreting (English language).
- Bachelor's degree holder in Linguistics, Humanities, other Philologies, Educational Sciences, or Information Sciences who can demonstrate that they have a B2 level of the CEFR in English or equivalent.
- College graduate holding any degree equivalent to those mentioned above, whether it is a degree planned for implementation in the Spanish university system or an existing degree from university systems of other countries.
- College graduates in any field who can provide documented evidence of specific training in teaching English as a foreign language through the following means: formal university instruction in the form of free elective subjects, other university degrees, training courses sponsored by institutions such as the British Council, or deemed equivalent by the competent university authority, and demonstrate that they have a B2 English level of the CEFR or equivalent.
Access Requirements
It is required to demonstrate a B2 level of English according to the CEFR during the process of reserving a place and before being able to formalize the enrollment (or other deemed equivalent by the university) through documents issued by officially recognized institutions such as official language schools or other accrediting entities recognized by the university, issued within the last 3 years. In the event that the applicant cannot demonstrate their English proficiency through this mechanism, the university itself will administer a placement test in which they must also achieve at least a B2 level.
Diploma
At the end of the program, the students will be awarded the tittle of MASTER IN BILINGUAL EDUCATION, issued by the university in which they are enrolled.
Program Structure
Duration
The Master in Bilingual Education has 90 credits.
The duration of the Master in Bilingual Education varies between 12 and 17 months, depending on the student's dedication. In this period of time, the student must have successfully passed all the evaluated activities and approved the Final Project.
Objectives
The learning objectives of the master's degree are that students will be able to:
- Explain the basic principles and concepts of bilingual education and apply them to the analysis of content and language integrated learning contexts.
- Identify the different models of bilingual education and assess their pedagogical implications for language learning and the bilingual classroom.
- Analyze existing language policies and programs related to bilingual education, and critically evaluate their impact on bilingual education.
- Identify areas for improvement in teaching performance and professional development, and develop and implement a plan for improvement and ongoing learning.
- Adequately manage specialized information sources related to the field of bilingual education and CLIL methodology.
- Incorporate the methodological foundations of the CLIL approach critically in planning processes.
- Evaluate with criteria the existing legislation and regulations in relation to the educational planning and school organization of bilingual schools.
- Analyze and evaluate their performance in the master's program, as well as their teaching performance and professional development, through different instruments of self-observation and self-regulation.
- Analyze, select, adapt, and create materials, as well as proposals and didactic activities based on CLIL.
- Integrate ICT in a meaningful and non-arbitrary way in teaching proposals and activities based on CLIL methodology, as well as critically analyze existing materials and digital resources.
- Plan and evaluate the teaching-learning process in a CLIL context, taking into account the teaching context and the interests and learning styles of the learners.
- Communicate in English at the C1 level of the CEFR through specialized written and oral texts in the field of bilingual education.
- Demonstrate the ability to join and adapt to diverse work teams in work and professional environments, putting into practice the knowledge, skills, and competencies acquired.
- Integrate the knowledge, skills, and competencies acquired throughout the degree program through the elaboration and defense of a Master's Degree Final Project of a professionalizing nature and applied to the field of Bilingual Education.
Career Opportunities
The master's degree qualifies the student to work as:
- Teacher in schools of any educational stage, especially bilingual schools.
- Pedagogical coordinator of bilingual educational centers.
- Instructional designer and developer of educational materials for bilingual education.
- Pedagogical advisor and coordinator of bilingual educational projects in the publishing industry.
- Digital bilingual content creator.
- Manager of innovation projects in bilingual educational contexts.
Study Plan
The curriculum of the Master in Bilingual Education consists of 90 credits and is composed of the following subjects:
| MODULES | SUBJECTS | TYPE | CREDITS* |
|---|---|---|---|
| Second Language Teaching and Learning | Methodological Foundations | Mandatory | 6 |
| Second Language Acquisition | Mandatory | 6 | |
| Individual Factors in Learning | Mandatory | 6 | |
| Psycholinguistics and Interlanguage | Mandatory | 6 | |
| Developing Language Skills in the Classroom | Mandatory | 6 | |
| Bilingual Education and Teacher Profile | Bilingual Education | Mandatory | 6 |
| School Organization and Educational Management of Bilingual Schools | Mandatory | 6 | |
| Reflective Practice, Teacher Profile, and Professional Development | Mandatory | 6 | |
| Content and Language Integrated Learning (CLIL) | CLIL Methodology | Mandatory | 6 |
| CLIL materials: Analysis, Creation, and Adaptation | Mandatory | 6 | |
| Design of ICT-based CLIL Materials | Mandatory | 6 | |
| CLIL Programming and Assessment | Mandatory | 6 | |
| Master's Final Project | Master's Final Project | FP | 18 |
| TOTAL | 90 | ||
*The number of credits and the duration of the master's degree may vary depending on the university from which you receive your degree.
Description of the Subjects
MODULE 1: SECOND LANGUAGE TEACHING AND LEARNING
- METHODOLOGICAL FOUNDATIONS
Main methodological approaches in language teaching and their historical evolution: the Grammar Translation Method, the Audio-Lingual Method, and the Direct Method. Modern approaches such as the humanistic, communicative, lexical, and learner-centered approaches are discussed, and the concept of method is analyzed in detail.
- SECOND LANGUAGE ACQUISITION
Main models of second language acquisition and their influence in the classroom. The acquisition of the first language is taken into account, and the parallels between both processes are shown. Analysis of the influence of context on second language acquisition. Incentives to reflect on the factors that may affect students' language acquisition in the real context of the classrooms in which the teacher works.
- INDIVIDUAL FACTORS IN LEARNING
All classrooms are made up of groups of individuals, each with their own life experience, language patterns, emotional and intellectual development, and learning style. Recent research underscores the role of individual factors in learner language development. This subject investigates the cognitive, affective, physical, and psychological factors that influence individual learning and critically examines concepts such as intelligence, aptitude, motivation, and personality.
- PSYCHOLINGUISTICS AND INTERLANGUAGE
General characteristics of interlanguage. Psycholinguistic and sociolinguistic aspects of interlanguage. Fossilization process. Awareness and restructuring in second language learning. The concepts of input, intake, and output. Negotiation. Formal context and natural context.
- DEVELOPING LANGUAGE SKILLS IN THE CLASSROOM
Detailed analysis of the different approaches to teaching the macro-skills of listening, reading, speaking, and writing. Current research on these skills and evaluation of various classroom activities and teaching techniques to develop students' use of English.
MODULE 2: BILINGUAL EDUCATION AND TEACHER PROFILE
- BILINGUAL EDUCATION
Language development in bilingual contexts: What is bilingualism? Psycholinguistic bases of bilingualism. Individual bilingualism. Multilingualism and plurilingualism. Social bilingualism and communication in bilingual environments. Languages in contact. Theories of language acquisition and learning in bilingual contexts. Bilingual education models. Bilingual education and language learning. North American, European, and Latin American language policies and programs: institutions, legislation, and objectives.
- SCHOOL ORGANIZATION AND EDUCATIONAL MANAGEMENT OF BILINGUAL SCHOOLS
School organization in bilingual schools at the preschool, primary, secondary, and high school levels. The educational project (PEC in Spanish), the curricular project (PCC in Spanish), and the linguistic project (PLC in Spanish) of bilingual schools. The main roles in the management of bilingual schools: the bilingual coordinator, the bilingual teacher, and the linguistic assistant. Students with specific needs and difficulties, and heritage speakers. Families: motivation and support.
- REFLECTIVE PRACTICE, TEACHER PROFILE, AND PROFESSIONAL DEVELOPMENT
Teacher competencies in bilingual schools and the teacher profile. Professional development and educational change. Reflective practice, research, and self-regulation. Self-regulating instruments. Action research to innovate teaching practice.
MODULE 3: CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)
- CLIL METHODOLOGY
What is meant by CLIL? Basic concepts and principles. Elements of CLIL: The 4Cs of CLIL (content, cognition, communication, and culture), the teaching of language in CLIL, and the teaching of content in CLIL. The CLIL- pyramid (Meyer). Integration of language and content: interaction and feedback, scaffolding strategies for language and content, and teamwork. Teacher collaboration in CLIL methodology. The teacher's discourse in CLIL. CLIL-related approaches to language teaching and learning.
- CLIL MATERIALS: ANALYSIS, CREATION, AND ADAPTATION
CLIL materials: requirements and typology. The analysis and evaluation of CLIL-based textbooks. CLIL tasks and activities and their implications. The development of multiliteracies, language skills, and translingualism. The analysis, creation, and evaluation of activities based on CLIL. The adaptation of materials to a CLIL approach. The selection of CLIL materials.
- DESIGN OF ICT-BASED CLIL MATERIALS
ICT as a key resource in the CLIL approach: benefits, challenges, and difficulties. Digital literacy, e-learning. Social networks in education: types, uses, and activities. Personalized learning environments. Collaborative learning, gamification, and flipped classroom in CLIL. Analysis, creation, and adaptation of ICT-based CLIL materials and resources.
- CLIL PROGRAMMING AND ASSESSMENT
Curriculum design in CLIL: levels and components. Curriculum integration in CLIL. The programming of CLIL sessions: dimensions, elements, model, and process. Integration of methodological principles in the CLIL programming model: headings, content, cognition, culture, and communication. Activities and methodology in CLIL programming. Resources and materials in CLIL programming. Analysis, creation, and assessment of CLIL-based units and projects. Assessment in CLIL: types and key concepts. CLIL assessment tools. Evaluation and feedback: developing rubrics and evaluating with rubrics. Evaluation of the CLIL programming model.
Note: The content of the academic program may be subject to slight modifications, depending on updates or improvements made.