Master's degree in Bilingual Teaching in Educational Centers of Primary Education and Immersion in English Language

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Responsible Center: Faculty of Education and Sports Sciences and Interdisciplinary Studies    Location: Madrid - Vicalvaro
Modality: In‑person Title code: 6357 Orientation: Pro
Number of ECTS Credits: 60 ECTS  Duration of the Master: an academic year
Price: See table
Academic Calendar   Calendar Opening hours    Examinations    Teaching Guides    Faculty
Director of the Master: Prof. Dr. Ms. Virginia Vinuesa Benítez Phone: 91 488 7921
E-mail:
University master's information: Phone: 91 665 5060   Inquiries Mailbox

Student attention: Student Help Box Suggestions, complaints and congratulations mailbox

Basic Information

What knowledge will I acquire with this Master?

The Master's Degree in Bilingual Teaching in Primary Education and English Language Immersion Educational Centers provides the ideal linguistic training and methodology for those who dedicate their professional activity to teaching in bilingual schools or are interested in doing so. Likewise, it can be of great interest and utility to any English specialist who works or wishes to work in ordinary centers.

Even though it is an official degree, like any other bilingual teaching master's degree, it is not qualifying for the teaching profession and it is not a requirement for educational administrations or the owners of concerted or private centers for the hiring of their teaching staff. However, its possession is a valuable merit for access to any teaching position or for professional promotion.

The social demand for bilingual education programs contributes to a constant growth of bilingual centers and since the quality of these teachings is a determining factor in this process, this Master is of great help for the exercise of the profession of Teacher of Primary Education in bilingual schools, as it ensures the necessary theoretical and practical training in the field of bilingual education. It provides all interested students with a deep knowledge of bilingual education, of its theoretical knowledge and its practical application, of the regulations that regulate it, of the methodology that develops it. In addition, it helps to learn about and develop teaching projects and to delve into the world of bilingual education analysis and research.

Linguistic qualification

Students who are in possession of the Master's degree in Bilingual Teaching in Educational Centers of Primary Education and Immersion in English Language, obtained less than five years old at the time of submitting the application, may obtain linguistic qualification in English.

(Joint RESOLUTION of January 2, 2019, of the General Directorates of Scholarships and Study Grants and Human Resources, by which procedures are called for obtaining linguistic qualification in foreign languages, for the performance of bilingual positions in centers concerted public and private teachers of the Community of Madrid.)

Is this degree official according to the regulations required by the European Higher Education Area?

Yes (final verification report is attached), starting the first course in the academic year 2011-12.

Final verification report turned out FAVORABLE

Favorable report first modification

Favorable report second modification

Favorable report third modification

Favorable report fourth modification

Is it necessary to pass an access test?

For admission to said Master's degree, the accreditation of mastery of the competences related to mastery of the English language equivalent to level B2 of the Common European Framework of Reference for Languages or the passing of a test designed for this purpose is established as an access requirement. The valid certificates for the accreditation of the level of English will be those established by the CRUE (https://www.crue.org/wp-content/uploads/2020/02/Certificados-para-la-acreditaci%C3%B3n-de-niveles-de-ingl%C3%A9s.pdf)

When the student does not provide documentation accrediting the level, it is necessary to take a B2 level accreditation test carried out by the direction of the master's degree. Through the test, the student must certify that they have developed the following skills according to the Common European Framework of Reference for Languages (CEFR), for level B2.

The language test will take place just after the pre-registration period and before enrollment in the Master.

For non-Spanish speaking students, it will also be necessary to demonstrate a high level of proficiency in the Spanish language, both spoken and written. Needing to contribute in the documentation to deliver a Certificate of Spanish Language C1 - C2 – DELE. If necessary, you may request to pass a written and spoken level test.

What is the minimum number of credits for which I can enroll?

You can see it in the rules of permanence in this link

Recommended income profile

Students who are in possession of an official Spanish university degree or another issued by a higher education institution of the European Higher Education Area that authorizes access to Master's degrees in the country that issued the degree.

Recommended requirements:

The preferred entry profiles are: university graduates, graduates or graduates who want to be trained in CLIL/CLIL methodology and acquire the necessary linguistic competence. for the practice of teaching in bilingual centers, especially in the primary education stage, and as well as for practicing teachers who wish to improve their professional skills.

Objectives

The main objective of this Master is to provide current or future teachers of bilingual primary education centers with the necessary tools to carry out their task and update their training, ensure that they fully understand the operation of bilingual programs in English, and that they are adequately prepared linguistically, academically and methodologically to provide quality instruction in any of the subjects taught in English. Having qualified professionals who combine adequate linguistic preparation, together with knowledge of specific techniques and strategies for teaching content in English, are essential requirements for students to receive stimulating instruction in bilingual Primary Education centers.

Secondly, the Master will provide tools so that people interested in educational innovation in bilingual education can learn about the reality of the centers and their methodology, and will facilitate the acquisition by students of the necessary language skills to reach the C1 level. of the Common European Framework of Reference for Languages.

Learning Outcomes

Knowledge

CON1. Understand the theoretical and practical principles of the fundamentals of bilingual teaching and CLIL methodology in order to inform teaching practice.

CON2. Examine the current legislation, the organization of bilingual primary schools, and the diversity of actions involved in their operation.

CON3. Recognize the theoretical, practical, and methodological foundations for the development of reading and writing skills, promoting critical and creative thinking.

CON4. Know and identify information and communication technologies for their application in the bilingual primary classroom. // Know and identify information and communication technologies for their application in the bilingual primary classroom.

CON5. Know the systems and tools for language assessment in the bilingual classroom. // Know the systems and tools for language assessment in the bilingual classroom.

CON6. Identify the vocabulary and grammatical structures of specific English in each of the areas proposed in the contents related to non-linguistic disciplines.

CON7. Experience research tools in bilingual and CLIL teaching contexts.

CON8. Recognize criteria for the selection, development, and adaptation of educational materials for teaching English as a vehicular language.

CON9. Recognize the theoretical and practical foundations carried out when elaborating didactic units and programs of the contents of non-linguistic disciplines following the guidelines of the CLIL methodology and identify the active didactic strategies and methodologies necessary to teach them in the vehicular language adapted to the diversity of students in the context of bilingual teaching.

Skills

HAB1. Compare the evolution of foreign language teaching in different educational systems and distinguish between bilingualism, bilingual education, and CLIL.

HAB2. Handle the current regulations and instructions for the beginning of the school year (Orders that regulate bilingual education in the centers of the Autonomous Communities) and study in depth the organization and functioning of a bilingual center in Primary Education.

HAB3. Plan didactic units and CLIL programs of the different content disciplines, using and applying cognitive learning and communication skills in the different non-linguistic disciplines through different scaffolding strategies and active didactic methodologies.

HAB4. Design, evaluate and create materials, following the guidelines of Content and Language Integrated Learning (CLIL) curriculum design in the different areas of the bilingual curriculum in primary education.

HAB5. Apply strategies for the development of phonological and phonemic awareness, vocabulary, fluency, and comprehension in English to develop critical and creative thinking through different types of texts characteristic of the contents of non-linguistic disciplines.

HAB6. Design and adapt digital educational content using multimedia and interactive tools/applications, digital spaces, and social networks for educational purposes.

HAB7. Plan and design objective evaluation processes to assess linguistic knowledge in the bilingual classroom of Primary Education and design systems and tools for the evaluation of English as a second language.

HAB8. Participate in a conversation fluently and spontaneously, arguing and justifying different points of view, as well as theorizing and debating on topics of interest and discussing issues about bilingual education and education in general.

HAB9. Apply the fundamentals and characteristic features of the language in academic texts to produce and plan formal written work.

HAB10. Face real situations in the bilingual educational context by observing and teaching sessions, applying the theoretical and practical knowledge acquired throughout the master's degree.

HAB11. Develop quality research, applying the concept of integrity in research, understanding the practices that violate scientific integrity and its harmful consequences.

Competences

COM1. Apply and use the theoretical and practical knowledge acquired regarding the teaching and learning of the Content and Language Integrated Learning (CLIL) methodological approach in teaching or other professional environments.

COM2. Organize and plan language and content integration tasks in the professional environment, taking into account the diversity of learners.

COM3. Speaking, debating, arguing, and writing in English, demonstrating the ability to analyze and synthesize.

COM4. Integrate sustainability as a cross-cutting axis in the curricular design and teaching practice within the context of bilingual education, developing pedagogical strategies that promote environmental awareness, respect for cultural and linguistic diversity, and proactive action towards sustainability at the local and global levels.

COM5. Develop working methods adapted to the field of bilingual teaching in different educational contexts.

COM6. Formulate judgments and propose solutions to bilingual teaching problems based on theories and methods that are respectful of the linguistic and sociocultural diversity of the learners.

COM7. Meet the demands of the academic and professional world, always regarding democratic principles and values and contributing to the achievement of the Sustainable Development Goals and respecting fundamental rights and equality between men and women, human rights, the values of a culture of peace and democracy, environmental principles and development cooperation that promote an ethical commitment in a global, intercultural, free and fair society.

COM8. Prepare, present, and defend an original work project, a synthesis of the knowledge and skills acquired in the degree, and be able to communicate their conclusions, knowledge, and ultimate reasons that support them in a clear and unambiguous way.

Admission and enrollment

Admission:

The requirements for access to the proposed title are according to article 18, of Royal Decree 822/2021, of September 28:

Possession of an official Spanish Graduate or Graduate university degree or equivalent is a condition for accessing a Master's Degree, or, where appropriate, having another University Master's degree, or titles of the same level as the Spanish Bachelor's or Master's degree issued by universities and higher education institutions in an EHEA country that in that country allow access to Master's degrees.
In the same way, people in possession of titles from educational systems that are not part of the EHEA, which are equivalent to a Bachelor's degree, will be able to access a Master's Degree in the Spanish university system, without the need for homologation of the title, but verification by of the university of the level of training that they imply, as long as in the country where said title was issued it allows access to university postgraduate level studies. In no case will access through this route imply the homologation of the previous degree held by the person concerned or its recognition for other purposes than that of carrying out the Master's degree.

Candidate selection:

In the event that it is necessary, and that the demand exceeds the offer, the direction of the Master will select the students, until reaching the maximum number of enrollment, through selection through a standardized curriculum with the specific profile required, and for knowledge of the English language. For the selection, criteria of professional experience, academic record and motivation will be taken into account. All this information will be notified to students during the pre-registration process.

For admission to said Master's degree, the accreditation of mastery of the competences related to mastery of the English language equivalent to level B2 of the Common European Framework of Reference for Languages or the passing of a test designed for this purpose is established as an access requirement. The valid certificates for the accreditation of the level of English will be those established by the CRUE (https://proyectos.crue.org/wp-content/uploads/sites/3/2021/12/Certificados-para-la-acreditacion-de-niveles-de-ingles.pdf

The language test will take place just after the pre-registration period and before enrollment in the Master.

Offer of places: 35 plazas. If the minimum number of students envisaged is not reached in a course, the University may choose not to open the teaching group.

GENERAL ACCESS CRITERIA:

The specific degrees that will facilitate access to the Master, as well as the scale and the maximum weighting corresponding to each of the degrees and language levels of the CEFR are the following:

Criteria	Scale (%) Maximum weighting
Degree in Primary Education (any of the mentions)	50%
Degree in Early Childhood Education	45%
Other degrees or related official titles	40%
English level C1	35%
English level B2	30%
Professional experience	15

See admission and enrollment

Training itinerary

Master's Teaching Guides

ACCESS TO ALL UNIVERSITY TEACHING GUIDES

Training Itinerary

Code	Subject Semester	SEM	Use cases	ECTS
	Module 1. Bilingual Teaching in Primary Schools
635701	Foundations of Bilingualism and Education in Today's Society	1	Required	6
635702	Organization and Functioning of a Bilingual Primary Education Center. Academic Organization and Resources	1	Required	6
	Module 2. Content and Language Integrated Learning: CLIL
635703	The Curricula in Primary Education and the Programming of CLIL Didactic Units	Annual	Required	6
635704	Reading Comprehension and Written Production in the Bilingual Classroom	1	Required	6
635705	The Use of ICT and Other Resources for Bilingual Teaching in Primary Education. Preparation and Adaptation of Materials	2	Required	6
635706	Evaluation of the foreign language in the bilingual classroom of Primary Education	2	Required	3
	Module 3. Linguistic Immersion in English
635707	Linguistic Competence for Bilingual Teaching in Primary Education Centers. Motivation, Dynamization and Interaction	Annual	Required	6
635708	Academic English for the Bilingual Classroom in Primary Education Centers	2	Required	6
	Module 4. Practicum and Master's Thesis
635709	Practicum in Bilingual Primary Education Centers	Annual	Required	9
635710	Master's thesis	Annual	Required	6

Material resources

External Internships

The External Practices subject is a curricular subject whose main objective is to promote a comprehensive training of the student through the practical application of the knowledge acquired during the master's degree, which facilitates direct contact with the professional activity and the opportunity to join the professional world with a minimum of experience. All practices are designed so that the students who participate in them acquire professional experience in real situations and conditions, applying the knowledge, skills and attitudes that are acquired in the training processes throughout the degree. The internships represent a decisive opportunity for the personal development and professional future of the students.

Internships are activities carried out by the student in companies, institutions and organizations; that is, in centers outside the university premises, which aim to enrich and complement your university education, while providing you with a deeper knowledge about the skills you will need once you have graduated.

The External Practices subject will consist of two phases:

Completion of the internship period that offers professional experience related to any of the graduate profiles that are expressed in the Verification Report of the degree.
Elaboration of the memory

Documentation:

Degree Training Project

For more information: External Internship Unit

Social Security contributions for interns starting January 1, 2024

PRACTICES THAT INVOLVE CONTACT WITH MINORS

In compliance with Article 13.5 of Organic Law 1/1996, of January 15, on the Legal Protection of Minors, amending the Civil Code and the Law of Civil Procedure, and its wording in Article 1.8 of Law 26/ 2015, of July 28, modifying the protection system for children and adolescents, for carrying out internships in which contact with minors is maintained, it will be an essential requirement that the student present to the University, at the time of processing their internships, a negative certificate of crimes against freedom and sexual indemnity. You can find out about it at the following link:

Request certificates: https://www.mjusticia.gob.es/cs/Satellite/Portal/es/inicio

Mobility programs

University Master's degrees, due to their duration and characteristics, in general do not specifically contemplate the mobility of their students. However, the Rey Juan Carlos University has different mobility programs for both students and University workers (PDI and PAS) and has procedures for collecting and analyzing information on these mobility programs.

URJC Mobility

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STUDENTS

TEACHING COORDINATION

Regulations for Teaching Coordination Positions

COEXISTENCE REGIME

Coexistence Regulations of the Rey Juan Carlos University for the Development of Law 3/2022, of February 24, on University Coexistence, approved by Agreement of March 30, 2023, of the Governing Council of the University

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ASSOCIATIONS

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EVALUATION

Quality guarantee

RUCT link

BOCM Link

Internal quality assurance system

Manual of the Internal Quality Assurance System

Composition of the commission

Results report

Once the monitoring of the Master's Degree has been carried out, the most relevant quantitative information on the results obtained in the monitoring of said Degree is displayed, differentiated by academic year.

Report by course:

General information collection plan

Within the quality assurance system of the Rey Juan Carlos University, the following surveys are planned:

- Student profile

- Teacher evaluation

- Degree of satisfaction:

Of the students
of the graduates
From the Faculty
Administration and Services Staff

- Labor insertion

- External internships:

Satisfaction of interns
External tutor satisfaction
Employer satisfaction

Survey results:

Improvement actions

The Quality Assurance System of the Rey Juan Carlos University establishes that the degree's Quality Assurance Commission will annually analyze the information derived from the degree's indicators and prepare a report that will include improvement plans if the results so indicate.

Improvement actions:

Renewal of accreditation

The renewal of the accreditation represents the culmination of the implementation process of the official Bachelor's and Master's degrees registered in the Register of Universities, Centers and Degrees (RUCT). The renewal of the accreditation of official bachelor's and master's degrees is organized in three phases: self-assessment report, external visit and final assessment.

In the first phase, the university describes and assesses the status of the degree with respect to the established criteria and guidelines. The result is the Self-Assessment Report (IA) that is presented. The second and third phases are carried out by a group of evaluators external to the evaluated title.”

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