This Postgraduate Diploma in Bilingualism in Education generates a sense of security in the performance of your profession, which will help you to grow personally and professionally"


Our pedagogical proposal focuses on the adaptation of teacher training to social, pedagogical and technological changes. Just as students learn differently, we must teach differently.

In educational terms, bilingualism refers to the use of two languages as a means of teaching the content of one or more subjects within the curriculum.
In the teaching field, methodological trends and approaches not only require an adaptation in the way a second language is taught in the classroom, but also a new approach.

Foreign language teachers play an important role in bilingual programs, because the language they teach is now useful in other subjects or professional modules within the syllabus.

Update your knowledge through the Postgraduate DiplomaProgram in Bilingualism in Education"

The Postgraduate Diploma in Bilingualism in Education contains the scientific most complete and up-to-date scientific programme on the market. The most important features of the program include:

  • Development of case studies presented by experts in bilingualism in education. The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
  • New developments on bilingualism in education
  • It contains practical exercises where the self-evaluation process can be carried out to improve learning
  • Special emphasis on innovative methodologies in Bilingualism in Education
  • All this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
  • Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate Diploma may be the best investment you can make when choosing a refresher program for two reasons: in addition to updating your knowledge in Bilingualism in Education, you will obtain a Postgraduate Diploma from TECH Technological University"

The teaching staff includes education professionals, who bring their experience to this training program, as well as renowned specialists belonging to leading societies and prestigious universities.

The multimedia content developed with the latest educational technology will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive training program to train in real situations.

The design of this programme is based on problem-based learning, whereby the teacher must try to solve the different professional practice situations that arise during the course. For this purpose, the Teachers will be assisted by an innovative interactive video system created by renowned and experienced experts in the field Bilingualism in Education with extensive teaching experience.

Increase your decision-making confidence by updating your knowledge through this Postgraduate Diploma"


Take the opportunity to learn about the latest developments in Bilingualism in Education and improve the training of your students"

Structure and content

The training objectives of this Postgraduate Diploma respond to the urgent needs for continuing education of qualified professionals in the early stages of education who, in accordance with the principle of Lifelong Learning, need to recycle their knowledge and adapt their professional activity to new social demands and who are massively aspiring to integrate their centers into the bilingual networks created by the Administration.


The Postgraduate Diploma in Bilingualism in Education contains the scientific most complete and up-to-date scientific programme on the market”

Module 1. Principles of Bilingualism 

1.1. Definition and History of Bilingualism 

1.1.1. Definition of Bilingualism
1.1.2. The Languages in Contact
1.1.3. Definition of Multilingualism
1.1.4. Multilingualism in the World
1.1.5.   Types of Bilingualism

1.2. Bilingualism Models in Education

1.2.1. Bilingualism in Education
1.2.2. Models of Bilingual Education
1.2.3. Models of Bilingualism in the World
1.2.4. Bilingualism in Canada
1.2.5. Bilingualism in the US
1.2.6. Bilingualism in Spain
1.2.7. Bilingualism in Latin America

1.3. Cultural Dimension of Bilingualism

1.3.1. Intercultural Bilingual Education (EIB)
1.3.2. The History of the EIB
1.3.3. Bilingualism and Cultural Diversity in the Classroom
1.3.4. Bilingualism and Cultural Identity

1.4. Mother Tongue Role in Bilingual Education

1.4.1. The Acquisition of Language in a Bilingual Context
1.4.2. Late Bilingualism and the Mother Tongue
1.4.3. The Mother Tongue and Emotions
1.4.4. The Mother Tongue and the Classroom
1.4.5. Use of the Mother Tongue in the Foreign Language Classroom

1.5. Neuroeducation and Bilingualism

1.5.1. The Bilingual Brain
1.5.2. The Age Factor
1.5.3. The Quality Factor
1.5.4. The Method Factor
1.5.5. The Language Factor
1.5.6. The Number Factor

1.6. Cummins Theories About Bilingualism

1.6.1. Introduction
1.6.2. Theory of Linguistic Interdependence
1.6.3. The Threshold Hypothesis
1.6.4. Additive and Subtractive Bilingualism
1.6.5. The Importance of the Mother Tongue
1.6.6. The Programs of Linguistic Immersion

1.7. B.I.C.S. And C.A.L.P.

1.7.1. General Framework
1.7.2.  Initial Theory
1.7.3. Definition of BICS
1.7.4.  Definition of CALP
1.7.5. The Relationship Between BICS and CALP
1.7.6. Contributions of the Theory
1.7.7.  Criticism to the Theory

1.8. Early Literacy in Bilingual Children

1.8.1. Definition of Emergent Literacy
1.8.2. Growing up in a Bilingual Family
1.8.3. Reading Stories in the Mother Tongue
1.8.4. Literacy in L2 as Instructional and Majority
1.8.5. Literacy in L2 as a Foreign Language

1.9. Relations and Influences Between L1 and L2

1.9.1. Family Literacy
1.9.2.   Mother Tongue Literacy at School
1.9.3. Impact of Literacy in L1 and L2
1.9.4. Advantages of the Use of the Mother Tongue in the Bilingual Classroom
1.9.5. The Mother Tongue in the Teaching of English

1.10. Role of the Bilingual Teacher

1.10.1. The Role of the Bilingual Teacher
1.10.2. The Bilingual Teacher as an Intercultural Educator
1.10.3. Languages and the Bilingual Teacher
1.10.4. The Training Needs

Module 2. Content and Language Integrated Learning (CLIL)

2.1. Objectives and Foundation

2.1.1. Definition  
2.1.2. Basic Principles  
2.1.3. Types of CLIL  
2.1.4. Advantages of CLIL

2.2. Relations Between Content and Language

2.2.1. Characteristics of the CLIL Curriculum
2.2.2. The Challenges Associated With Language 
2.2.3. The L2 in the CLIL Classroom “Classroom Language” 
2.2.4. The Collaborative Work of Teachers

2.3. Scaffolding in CLIL

2.3.1. Zone of Proximity Development (ZPD) 
2.3.2. The Importance of Scaffolding in CLIL 
2.3.3. The Interaction 
2.3.4. Techniques and Activities for the Scaffolding

2.4. Active Methodologies for the Development of CLIL

2.4.1. Characteristics and Benefits 
2.4.2. Problem-Based Learning 
2.4.3. The Flipped Classroom 
2.4.4. Gamification 
2.4.5. Cooperative Learning

2.5. Design and Development of Materials for CLIL

2.5.1. Importance of Materials in CLIL
2.5.2. Types of Materials and Resources 
2.5.3. Bloom’s Taxonomy 
2.5.4. Keys for the Development of Materials

2.6. Teaching of Natural Sciences Through CLIL

2.6.1. The Challenges of the CLIL Approach 
2.6.2. Activation of Prior Knowledge 
2.6.3. Scaffolding Strategies 
2.6.4. Research and Interaction in the Classroom
2.6.5. Evaluation

2.7. Teaching of Social Sciences Through CLIL

2.7.1. Characteristics of the CLIL Classroom of Social Sciences 
2.7.2. Types of Activities 
2.7.3. Plan a CLIL Unit 
2.7.4. Graphic Organizers or Mind Maps

2.8. Artistic Teaching Through CLIL

2.8.1. The 4 C’s in CLIL Classroom of Art 
2.8.2. Advantages of Teaching Art at School 
2.8.3. Keys for CLIL Art Sessions 
2.8.4. The L2 in the CLIL Classroom of Art 
2.8.5. Keys to Encourage the Participation of Students

2.9. STEAM: Integrated Teaching of Science, Technology, Engineering, Arts and Maths Through CLIL

2.9.1. Definition of STEAM 
2.9.2. The STEAM Approach at Ealry Ages 
2.9.3.   STEAM Approach in Schools 
2.9.4 STEAM Learning and Scaffolding

2.10. Evaluation

2.10.1. Principles to Evaluate CLIL 
2.10.2. When the Evaluation is Effective: Diagnostic, Formative, Summative 
2.10.3. Specific Characteristics of CLIL 
2.10.4. Self-Evaluation and Evaluation of Peers 
2.10.5. Evaluate Content and Language 
2.10.6. Strategies and Resources for Evaluation

Module 3. Educational and Didactic Methodology for Biliingual Education  

3.1. Learning the L2 Methods and Approaches

3.1.1. From Grammar to Communication 
3.1.2. Grammar-Translation Method 
3.1.3. Natural Method 
3.1.4. Total Physical Response 
3.1.5.   Audiolingual Method 
3.1.6. Suggestopedia

3.2. L2 and Interaction

3.2.1. The Role of Interaction in Learning
3.2.2. The Interaction in the Learning of the Mother Tongue
3.2.3. The Interaction in Learning L2
3.2.4. Types of Interaction in the Foreign Language Classroom
3.2.5.   Teacher Talking Time

3.3. The Role of Emotions in Learning L2

3.3.1. Emotions and Learning
3.3.2. The Theory of Output
3.3.3. How Anxiety Affects Learning
3.3.4. Emotions and Confidence
3.3.5. Motivation

3.4. The Communication Skills of English

3.4.1.   The Integration of Communication Skills 
3.4.2. CEFRL Common European Framework of Reference for Languages 
3.4.3. Reference Levels

3.5. Creation of a Bilingual Learning and Communication Environment

3.5.1. The Everyday Language in the School
3.5.2. The Corridors and Common Spaces 
3.5.3. The Classroom Space 
3.5.4. The Participation of the Teaching Staff and the Community

3.6. The Relationship With Families and the Environment

3.6.1. The Perception of the Family of Bilingualism 
3.6.2. Communication Tools Relationship 
3.6.3. Participation in School
3.6.4. Follow-Up at Home and Homework 

3.7. Educational Success Actions in the Bilingual Classroom

3.7.1. Definition and Keys of the Successful Educational Actions (SEAS)
3.7.2. Interactive Groups: Definition and Foundation 
3.7.3. Classroom Organization in Interactive Groups 
3.7.4. Dialogic Literacy Gatherings: Definition and Operation 
3.7.5. Organization and Operation of the DLG

3.8. Methodologies for the Bilingual Classroom TASC Wheel

3.8.1. Presentation of the TASC Wheel 
3.8.2. The Thinking Skills 
3.8.3. Steps for Use
3.8.4. Products and Evaluation 

3.9. Methodologies for the Bilingual Classroom: The Flipped Classroom

3.9.1. Definition and Models 
3.9.2.   Origin Advantages and Disadvantages 
3.9.3. Guidelines for Design 
3.9.4. Flipped Classroom in the Bilingual Classroom

3.10. Methodologies for the Bilingual Classroom Cooperative Learning

3.10.1. Definition of Cooperative Learning
3.10.2. Conditions for Cooperative Learning 
3.10.3. Psychopedagogical Foundation 
3.10.4. Cooperation, Interaction, Performance and Inclusion 
3.10.5. Organization of Cooperative Learning


A unique, key, and decisive Training experience to boost your professional development”