Subject name The Bilingual Teacher: Profile and Methodology
Study Master in Bilingual Education
ECTS credits 6
Year and four month period  First year, first four month period
Type of subject Compulsory


The students will analyze the competences needed to carry out their teaching practice in a CLIL classroom. They will reflect on their own needs and will know about the current requirements to fulfill the CLIL teacher profile. Besides, some of the latest approaches to teaching will be under discussion to bring forth their benefits for the CLIL lesson, as well as to be aware of the foreseen difficulties to integrate content and language learning. The students will analyze some perspectives that claim a counterbalanced approach to actually make the integration feasible.

Moreover, attention will be paid to engaged teaching and its contribution to meet the CLIL needs, as well as on critical thinking and multiple intelligence. The students will also learn about the specific resources to foster the construction of a collaborative environment in different contexts: in the classroom with their student and in the educational center with their colleagues, where focus will be paid on the team teaching technique to create a collaborative network.

Finally, they will reflect on the teachers' communicative strategies and language use in the CLIL lesson in order to ensure and facilitate content comprehension and CLIL language acquisition. This will be done from a multimodal perspective, based on the understanding that meaning is expressed and understood through different forms and resources, and speech is just one of them.

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 (or multidisciplinary) contexts 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, 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.
  • 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.
  • GC7: Understand and reflect on the impact of ICT on the society and culture of students.
  • GC8: Be competent users of L2 in all the skills necessary for teaching.

Specific competences

  • SC1: Teach a non-linguistic subject in their area of expertise through English.
  • 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 of CLIL Module.
  • SC5: Design and develop educational activities based on CLIL methodology.
  • SC7: Add new teaching strategies and new information technologies to bilingual education for the design of new learning environments in the classroom.
  • 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.
  • SC14: Integrate training in audiovisual and multimedia communication in the teaching and learning process.

Trasversal 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 work groups in companies or organizations.
  • TC4: Acquire the ability to work independently, promoting the organization and encouraging independent learning.

Unit 1. CLIL teacher profile

  • Content-language continuum: approaches and features
  • CLIL teacher competences
  • CLIL teacher roles

Unit 2. The diversity of the CLIL class

  • Personalised education in CLIL
  • Multiple Intelligences theory in CLIL

Unit 3. Teachin with emotional intelligence in CLIL

  • Emotional intelligence, teacher and learners
  • Planning the emotional environment
  • Exchanges with learners in the classroom

Unit 4. Collaborative teaching in CLIL

  • Collaborative team teaching models
  • Issues and tensions regarding effective collaborations
  • Subject content and language teachers' roles
  • Levels of collaborative team teaching

Unit 5.CLIL teacher's discourse

  • CLIL teachers' communicative strategies
  • Translanguaging in CLIL classroom

Unit 6. Teaching for learning in CLIL

  • Engaged teaching
  • Teachers as coaches
  • Promoting critical and creative thinking: techniques
  • Genre-based pedagogy or the teaching-learning cycle

Unit 7. Making content comprehensible

  • The SIOP model
  • Outdoor learning

Unit 8. Promoting cooperative learning in the CLIL classroom

  • Core features of cooperative learning
  • Strategies to promote cooperative learning

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 kinds 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.
Descargar programación

These activities are combined with the following aspects:

  • Autonomous 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 exam.

The hours dedicated to each activity are detailed as follows:

Attendance to virtual classes 15 100 %
Master classes 6 0
Basic material study 50 0
Reading the additional resources 25 0
Tasks and self-evaluation tests 29 0
Tutoring 16 30 %
Collaborative work, forums, debates, etc. 7 0
Final exam 2 100%
Total 150 -

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.

Additional bibliography

  • Davison, C. (2006). Collaboration between ESL and content teachers: How do we know we are doing it right? International Journal of Bilingual Education and Bilingualism, 9(4), 454-475.
  • Echevarria, J., Vogt, M. & Short, D. (2012). Making content comprehensible for English learners: The SIOP model. (4th ed.). Boston: Allyn and Bacon.
  • Gallagher, F. & Colohan, G. (2017). T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom. The Language Learning Journal, 45(4), 485-498.
  • Hanesová, D. (2014). Development of critical and creative thinking skills in CLIL. Journal of language and cultural education, 2(2), 33-51.
  • Llinares, A., Morton, T. & Whittaker, R. (2012). The roles of language in CLIL. Cambridge: Cambridge University Press.
  • Moore, P. & Nikula, T. (2016). Translanguaging in CLIL Classrooms. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.). Conceptualising Integration in CLIL and Multilingual Education (pp. 211-234). Bristol: Multilingual Matters.
  • Mortiboys, A. (2005). Teaching with emotional intelligence. A step by step guide for higher and further education professionals. London: Routledge.
  • Pastor Martínez, M. R. (2011). CLIL and cooperative learning. Encuentro, 20, 109-118.
  • Pavón Vázquez, V. P. & Méndez García, D. C. (2017). Analysing teachers' roles regarding cross-curricular coordination in Content and Language Integrated Learning. Journal of English Studies, 15, 235-260.
  • Weaver, L. & Wilding, M. (2013). The 5 Dimensions of Engaged Teaching: A Practical Guide for Educators. Bloomington: Solution Tree Press.

The evaluation system is based on the following numerical chart:

0 - 4, 9 Suspenso (SS)
5,0 - 6,9 Aprobado (AP)
7,0 - 8,9 Notable (NT)
9,0 - 10 Sobresaliente (SB)

The grade is made up of two components:

On-site final exam (60 % - 6 out of 10 points). At the end of the semester, you need to take a mandatory on-site final exam. You need to pass the final exam (i.e., get at least 3 out of the 6 marks of the exam) so the grade obtained in the assignments (continuous assessment) is summed up to the final grade of the subject. 

Continuous assessment (40 % - 4 out of 10 points): this type of assessment will be measured through the different assignments you need to complete during the course.

Assessment method Min. - Max. score

Participation in forums, classes, etc.

0% - 10%
Task, practice cases and activities 10% - 40%
Self-evaluation test 0% - 10%
On-site final exam 60% - 60%

Mercedes Querol Julián

Education: Graduate in English Philology. PhD in English Applied Linguistics. Certified Associate Professor by ANECA (National Agency for Quality Evaluation and Accreditation).

Professional experience: Prof. Dr. Mercedes Querol is a long-experienced professor in teaching English in different undergraduate, graduate and engeneering studies. She has also taken part and directed more than 15 educational innovation and research programmes in the field of EES teaching, E-learning and CLIL.

Lines of research: CLIL, multimodal discourse analysis, personalized learning, mentoring and Custom Learning in the Digital Age.

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, you can acces 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 section Resources 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: e-mail, 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 e-mail 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!!!