The training of teachers in the field of Bilingual Education is today one of the priority issues in the debates on the new educational needs as a social challenge. The teaching of content in English, such as teaching through new methodologies for learning content in English, and especially the CLIL approach, are fundamental pillars of education and constitute determining axes of the student's academic success, they also form the basis for the educational system to improve its quality and revert to the cultural, economic and educational benefits for any society.
Although the different educational levels -primary, secondary and university- have various degrees in these other areas, there are few that meet in a specialization diploma offer in Bilingual Teaching adapted to the new digital challenges of our global society. Teacher training is essential in these areas and it has been shown that a modernization of the educational system is necessary that takes into account the advances in language teaching with the CLIL approach and in New Technologies that have occurred in recent decades. The training of trainers of the new digital generations is the main basis of this training offer based on this title of specialist in Bilingual Teaching, both in the recipients, as well as in the departments and groups of teachers involved, including linguists, pedagogues, historians, technologists, and a whole group of professionals dedicated to the comprehensive improvement of teaching and professional development of its members.
The purpose of this degree, taught with English as the main language, is the adaptation of teaching methodologies in the field of Bilingual Education to train teachers and professors trained to practice in the Primary, Secondary and University Education stage. Among its objectives is to provide them with the academic and professional knowledge that allows them to complete their intellectual training and approach with a high level of commitment the different functions of their professional life, as well as prepare them to face the current and new challenges that teaching to the new generations of the millennium.
The program has an important base in the field of e-learning and the use of ICT as a basis for teaching conceived as a process of growth and permanent development. An educational / training approach that does not include training in bilingual education and the use of New Technologies does not make any sense due to the paradigm shift in the modes of learning, communication and social relationships of students called the millennial generation. The training processes require professionals who have pedagogical training together with a broad knowledge of ICT as tools and resources for the design, development and implementation of training processes and training actions. The new educational realities require professionals who master technology at a very advanced user level and who through knowledge of it are able to integrate it into the process of design and development of the training action.
The teaching of content in English of non-linguistic subjects and the use of ICT have become more than a means and / or didactic resource. The CLIL approach, the importance of teaching Culture, the so-called flipped classroom and the emergence of the new mixed classroom / home learning space (blended-learning) are fundamental issues for the preparation of new generations of teachers that have a fundamental role in this graduate program. It is important that our educational system offers training systems that meet educational demands based on the needs and moments of personal and professional development of its users. It is necessary to go beyond the traditional teaching based on translation and on the idea of transferring knowledge to students in order to start adapting the contents to the new profiles of teachers and professors of the millennial generation. A much more versatile typology is needed that considers the challenges of the new globalized world, its needs in the knowledge of languages and new technologies. This program tries to fill this gap not attended to date in teacher training, conceiving the title as a space for cooperative learning and exchange where new generations of educators are capable of training for the transfer, exchange and organization of the new ways of learning with the ultimate goal of educational success.Places, Access Requirements and Admission CriteriaNumber of places: 25Access RequirementsDocument the level B2 in English of the Common Framework of Reference by means of a certificate.Admission CriteriaThe scale of the applications is based on the curriculum vitae provided and takes into account the following five sections.Average score of the file.
Academic training and degrees, considering the quality and relationship with the subjects of the program.
Knowledge of the English language and other languages.
Teaching and professional experience.
Courses, research and other merits.Academic programThe Diploma has a total of 30 ECTS, which are distributed in the following Modules:Module 1. Integrated Curriculum and Planning of Didactic Units CLIL (10 ECTS)
Module 2. Culture and Communication in Bilingual Classrooms (10 ECTS)
Module 3. Advanced Skills for Teaching in English (10 ECTS)