Subject Name

The Bilingual School: Features, Organization and Resources


Master in Bilingual Education
ECTS Credits
Year and four month period
First year, first four month period
Type of subject Compulsory


The Bilingual school: Features, Organization and Resources is aimed at providing students with both theoretical and practical knowledge on how bilingual schools are efficiently managed and organized.  To introduce the subject, European guidelines for bilingual programs will be analyzed, bilingual scenarios will be presented, and we will also focus on the shaping of Spanish CLIL. Theoretical knowledge comprises basic legislation and regulations about Spanish curriculum for Primary and Secondary Education, and how bilingual programs have been implemented in Spain. Once key concepts have been analyzed, it will be time to reflect on the main features of bilingual centers: the role of families, students and teachers and the importance of creating communities of learners as one the fundamental aspects of good teaching practice Likewise, the role of policy makers along with different agents in bilingual schools (the bilingual coordinator, content teachers, language specialists and language assistants) will be studied in depth. As for practical purposes, we will then focus on analyzing relevant examples such Plan de Fomento del Plurilingüismo in Andalusia, Plan Bilingüe in Madrid, how CLIL is shaped in bilingual contexts (Catalonia and The Basque Country) and Proyecto Lingüístico de Centro. Finally, special attention will also be paid to the different materials and resources namely European Programs. The subject is conceived as a natural follow-up of all the theoretical concepts in the previous module as well as a preparation for the subject of CLIL. Thus, students are encouraged to make use of all their previous knowledge and reflect on the reality of Spanish Bilingual schools before accomplishing the Case Studies presented here


Basic Competences

  • BC6. Achieve and understand the knowledge that provides a base and an opportunity to be original in the development and implementation of the ideas, often in a research context.
  • BC7. That the students are able to apply the knowledge acquired and their ability to solve the problems in new or not very well known environments among wider contexts (or multidisciplinary) related to their field of study.
  • BC8. That the students are able to integrate knowledge and face the complexity of judging from an information, that being incomplete or limited, includes reflections about the social and ethic responsibilities linked to the application of their knowledge and judgements.
  • BC9. That the students know how to communicate their conclusions and knowledge and reasons that support them to specialized and non-specialized audiences in a clear and unequivocal way.
  • BC10. That the students have the abilities to learn that allow them to continue studying in such a way that will be self-directed or self-sufficient.

General Competences

  • GC1. Know the specific problems of teaching in a foreign language both linguistically and culturally, in an environment of bilingual education.
  • GC2. Develop skills to promote an atmosphere that ease learning and interaction among students.
  • GC3. Transmit social and cultural values in accordance with the multilingual and multicultural context.
  • GC4. Understand the legislation and regulations concerning the organization and management of bilingual centers.
  • GC5. Understand the effectiveness and necessity of promoting the integrated teaching of a foreign language and the own contents of the non-linguistic discipline.
  • GC6. Analyze critically the performance of teaching work and good practices using assessment models and quality indicators.
  • GC8. Be competent users of L2 in all the skills necessary for teaching.

Specific Competences

  • SC2. Design an integrated curriculum in their area of expertise with linguistic contents.
  • SC3. Create and adapt learning materials for bilingual education considering the educational level of students according to the CEFR.
  • SC4. Develop, plan and guideline the contents of discipline in bilingual environments according to the formal format CLIL Module.
  • SC7. Add new teaching strategies and new information technologies to bilingual education for the design of new learning environments in the classroom.
  • SC8. Know the organization of bilingual education centers at all levels and the diversity of actions that includes their operation.
  • SC9. Understand the organization of a bilingual classroom: activities, teaching material, training plan.
  • SC11. Develop and implement teaching methodologies adapted to the diversity of students in a bilingual environment.
  • SC12. Be able to foster the application of different techniques and procedures to develop the students’ abilities.
  • SC13. Know and apply the advantages of the communicative approach and task-based learning for linguistic interaction in two languages.

Transversal Competences

  • TC1. Analyze reflexively and criticize the most important issues of today's society for a coherent decision-making.
  • TC2. Identify new technologies as teaching tools for communication exchange in the development of processes of investigation and group learning.
  • TC3. Apply the knowledge and skills acquired by the studies to real cases and in an environment of workgroups in companies or organizations.
  • TC4. Acquire the ability to work independently, promoting the organization and encouraging independent learning.


Unit 1. European Bilingual Programs
Short historical background
European Union support for CLIL
Pilot projects
Summary and conclusions

Unit 2. Bilingual Programs in Spain
Bilingual scenarios in Spain
The shaping of Spanish CLIL

Unit 3. Primary and Secondary School Curriculum in Spain
The Spanish laws on education
Primary education
Secondary education
Current context and recent measures

Unit 4. Bilingual Programs in Primary and Secondary Education
Bilingual programs in Primary Education
Bilingual programs in Secondary Education
Bibliographical references

Unit 5. Teachers’ Competences in Bilingual Centers
The concept of competence and teachers’ competence for bilingual schools
The role of the policy maker
Bibliographical references

Unit 6. Main Features of Bilingual Centers
Bilingual programs in Primary Education
Bilingual programs in Secondary Education

Unit 7. Key Roles in Managing Bilingual Centers (part I)
The role of content teachers
The role of language teachers
Content and language teachers working collaboratively
Bibliographical references

Unit 8. Key Roles in Managing Bilingual Centers (part II)
The role of the bilingual coordinator
The role of language assistants

Unit 9. The implementation of bilingual programs in Spain: Case Studies
CLIL in Andalusia: Plan de Fomento del Plurilingüismo
CLIL in Madrid: CAM Bilingual Program

Unit 10. CLIL in Bilingual Context
CLIL in Catalonia
CLIL in the Basque Country
Bibliographical references

Unit 11. Proyecto Lingüístico de Centro as a Case Study
Definition and rationale
Key aspects of a PLC
Linguistic competences and academic success
Bibliographical references

Unit 12. Tertiary education and insights into the future
CLIL in tertiary education
CLIL: insights into the future
Bibliographical references

Unit 13. Useful materials and resources (Part I)
The concept of lifelong learning
European programs as an aid for bilingual education
Bibliographical references

Unit 14. School resources
School resources



The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.

The activities included in the subject are:

  • Assignments.In your weekly program you will see the different kind of tasks designed for the course such as practice cases, research, critical thinking and, also, you will find information about how to complete them and when to send them to your teacher.
  • Participation in events. During the course you will be participating in different events. Some of those events are attendance to online classes, forums, self-evaluation tests.

In the weekly program you can find the specific tasks you need to complete in this subject.
Descarga el pdf de la programación

These activities are combined with the following aspects:

  • Personal Study
  • Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject.  Due to the very nature of the media used, there are no fixed schedules for the students.
  • Mandatory on-site final exam

The hours dedicated to each activity are detailed as follows:

Attendance to virtual classes
Master lessons
Basic material study
Additional resources readings
Task and practice cases and self-evaluation test
Collaborative work, forums, debates, etc.
Attendance to the exam


You can personalize your study plan choosing the type of activity that best matches your profile. The tutor will advise you and help you elaborate your study plan. S/he will always be available to guide throughout the course.


Basic bibliography

The section Basic Bibliography is essential for the course. If any document (reading, article,…) is not available in the virtual classroom, you will have to find it by other means: UNIR bookshop, virtual library…

The necessary texts for the study of this subject had been elaborated by UNIR and are available in a digital format for consultation, download and print in the virtual classroom.

Unit 1

Unit 2

  • Frigols, M. J. (2008).CLIL implementation in Spain: an approach to different models. In Coonan, C. M (Ed.) . CLIL e l’apprendimento delle lingue. Le sfide del nuovo ambiente di apprendimento. Venezia: Librería Editrice Cafoscarina. Retrieved from:

Unit 3

  • Madrid, D., & Hughes, S. (2011). Studies in Bilingual Education (pp. 51-75). Bern: Peter Lang.

Available at the virtual campus with a CEDRO* license

 Unit 4

  • Halbach, A. (2009). The primary school teacher and the challenges of bilingual education. In E. Dafouz and M. C. Guerrini (Coords.) Clil across Educational Levels (pp.19-26). Madrid: Richmond.

Available at the virtual campus under the art. 32.4 of the Spanish Intellectual Property Law.

  • García, M., & Bruton, A. (2013). Potential Drawbacks and Actual Benefits of CLIL Initiatives in Public Secondary Schools. In C. Abello-Contesse (Ed.) Bilingual and Multilingual Education in the 21st Century (pp. 256-269). Great Britain: Multilingual Matters.

Available at the virtual campus with a CEDRO* license

Unit 5

 Unit 6

  • Lorenzo, F., Trujillo, F., & Vez, J.M. (2011). El centro bilingüe. In Authors, Educación Bilingüe: integración de contenidos y segundas lenguas (pp. 189-203). Madrid: Síntesis.

Available at the virtual campus with a CEDRO* license

Unit 7

 Unit 8

Unit 9

  • Lorenzo, F. (2010). CLIL in Andalusia. In D. Lasagabaster, Y. Ruiz de Zarobe (eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 2-11) Newcastle upon Tyne: Cambridge Scholars Publishers.

Available at the virtual campus with a CEDRO* license

  • Llinares, A., & Dafouz, E. (2010). Content and Language Integrated Programs in the Madrid Region. In D. Lasagabaster, Y. Ruiz de Zarobe (eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 95-114) Newcastle upon Tyne: Cambridge Scholars Publishers.

Available at the virtual campus with a CEDRO* license

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14


Additional bibliography

You can also find useful information in these reference books.

Mehisto, P., Marsh, D., Wolff, D., & Frigols, M. J. (2014) European Framework for CLIL Teacher Education. European Centre for Modern Languages (Council of Europe). Retrieved from (Flash version):

Lagasabaster, D. & Ruiz de Zarobe, Y. (Eds) (2010). CLIL in Spain: Implementation, Results and Teacher Training. Cambridge Scholar Publishing.

Lorenzo, F., Trujillo, F., & Vez, J.M. (2011). Educación bilingüe: integración de contenidos y segundas lenguas. Madrid: Síntesis.


Evaluation and assessment

The evaluation system is based on the following numerical chart:

0 - 4, 9



5,0 - 6,9



7,0 - 8,9



9,0 - 10



The grade is made up of two components:


On-site final exam (60%). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject. 

Continuous assessment (40%): this type of assessment will be measured through the different assignments you need to complete during the course:

    • Active participation and involvement in forums, online classes.
    • Tasks. The completion of the different activities the students need to send through our virtual classroom such as research, critical thinking, practice cases.
    • Self-evaluation tests. At the end of each unit, students will find a short quiz which will help the students to check the knowledge acquired during the course.

Remember that you can check the points (value) of each assignment in the weekly program.

Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment)In the weekly program, you can find the grade of each assignment. .

Assessment method
Min. Score
Max. Score
Participation in forums, classes, etc.
Task, practice cases and activities
Self-evaluation test
On-site final exam


Bear in mind…
That if you decide to only take the final exam, you will need to have 5 points out of 6 to pass the subject.


Gema Jiménez Puente

Education: Prof. Gema Jiménez is a BA in Education with a spezialization in Teaching English as a Second Language.

Professional experience: English teacher at the Daniel Martín Primary School.

Lines of research: Bilingual education.


Orientación para el estudio

Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:

  1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
  2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week.
  3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
  4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit. .
  5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
  6. We strongly recommend you to participate in the Events of the course (online classes, forums….). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.
In the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting) you will always find available information on the structure of the units and information on their sections

Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.

Please, take into account the following tips…

  • Whatever you study plan is, go often to the virtual classroom so that you are always up to date about the course and you are in contact with your teacher and your tutor.
  • Remember you are not alone: send an email to your tutor if you have any doubt. If you attend the online classes, you can also ask your teacher about the contents of the unit. Also, you can always write your doubts and questions about  the contents in the Forum of each subject (Ask the teacher).
  • Be active and participate!  Whenever it is possible, attend the online classes and take part in the forums. The exchange of information, opinions, ideas and resources enrich us and the course.
  • And, remember, you are studying online: your effort and perseverance are the key element to obtain good results. Don’t leave everything to the last minute!!!