Introduction

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.
• 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 CLIL Module.
• SC5. Design and develop educational activities based on CLIL methodology.
• SC6. Assess the linguistic and non-linguistic content in bilingual education.
• 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.
• SC10. Know the planning and evaluation tools in an integrated teaching/learning.
• 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.

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.
  

The hours dedicated to each activity are detailed as follows:

The final mark of your MD depends on the Evaluation report submitted by the Examining Committee. For this evaluation, this committee will assess the format, the structure and organization, the content, and the oral presentation or ‘viva’. This final mark will be submitted by a committee integrated by three PhD members; therefore, you cannot appeal additional review of your dissertation final mark. It is also convenient to take into account that appraisals for a given dissertation made by a supervisor might differ from final evaluation of the Examining Committee.

The final mark will be calculated on the basis of a numeric scale from 0 to 10, using an additional decimal, with its corresponding qualitative mark:

In case the dissertation is proposed for “A with honours” by the committee, the Academic Commission of the master’s degree will have the final decision, in accordance with current regulations. The total amount of special mention marks cannot exceed 5% of students enrolled in MD module.

The committee will publish your final mark highlighting the evaluation of the three main parts: