The University MA Program in Spanish Second Language Teaching (MELE) is an official program accredited by the National Agency for Quality Assurance and Accreditation (ANECA).

Our motto is “Learning to teach, teaching to learn”.

In addition to including unique and innovative approaches and content, the MELE program is designed with four features that distinguish it from similar programs.

1. Real and paid teaching experience from the beginning of the master’s program (600 hours): MELE is the only MA in Spanish Second Language Teaching with 150 hours of paid teaching in class where students will be directly responsible for at least three different groups/courses over the duration of the 10-month program. Your first paid position as a Spanish teacher will be with us.

2. Professional inclusion in ILCE faculty meetings, applying the theories from class to professional life in ELE: To learn you must participate in a real, professional context. The participation in the day to day work of ILCE, a university SLA research and innovation institute, will promote your professional development in all senses. This includes research projects, ELE assessments, teaching classes, program organization, co-curricular activities, and ILCE meetings.

3. Small class sizes allow for personalized advising: Each Master’s class accepts a limited number of students (between 7-14). Each teacher-in-training in MELE receives constant support, tutoring, and continuous monitoring from ILCE professors through weekly support meetings. Each student is assigned a mentor for the classes they teach, an academic advisor for MELE questions/issues, and a director of TFM (Trabajos Fin de Máster-master’s thesis). There will always be someone who can help you.

4. True global focus of MELE: MELE is the only MA in Spanish Second Language Teaching in which more than half of the professors are visiting professors from the best universities in America, Asia, and Europe. You’ll receive professional perspectives from around the world.

The rise of teaching Spanish as a second language is a global phenomenon. The need for dynamic, adaptable, and well-prepared teachers is growing fast in various countries and contexts and in all levels of education-- from elementary school to college level. The MELE program offered by ILCE at the Universidad de Navarra is unique in its practical, professional, innovative, and global focus.

MELE has a twofold objective:

1. To form competent, dynamic, and innovative professionals with real experience. Students apply key knowledge for teaching Spanish as a second language into the classroom: language teaching and assessment, theories of Spanish learning, new technology for ELE classes, specific purposes, and action research methods in classrooms and schools.

2. To form professionals that can reflect on their own teaching style and personal development. Through this, they become innovative and independent and find new and original outcomes.

Graduate Program Director

Eduardo Negueruela Azarola

Prof. Dr. Eduardo Negueruela Azarola
Director of ILCE Academics and Research
Phone: 948 425600
Extension: 802384

Associate Director

Ramón González Ruiz

Prof. Dr. Ramón González Ruiz
Philology Department
Phone: 948 425600
Extension: 802870

Associate Director

Carlos Schmidt Foó

Dr. Carlos Schmidt Foó
Director of the Business Spanish for Communication Program
IESE Business School – University of Navarra

Director of ILCE Programs and MELE Admissions

Ares Miquel

Ares Miquel
Phone: 948 425600
Extension: 802036

Official Degree Title: Máster Universitario en Enseñanza del Español como Lengua Extranjera
Department: Humanities and Social Sciences
Field of Study: Arts and Humanities
Objective: Profession oriented
Number of Students Accepted: 25
Credits: 75 ECTS
Languages: Spanish

All official degrees, including this one, have been verified by the Spanish Universities Council (Consejo de Universidades)  and are subject to the monitoring and accreditation processes it establishes. In these processes the degree’s Report (the document where all of the relevant information for planning is gathered) is assessed and approved.


Document  (in Spanish)

May 8th 2017

Inscription in Registry of Universities, Centers, and Degrees

Nov. 3rd 2016

Current Data Analysis Report

March 13th 2017

Final Evaluation for Verification Report

May 8th 2017

Universities Board Decision Verification

Sept. 29th 2017

Agreement of the Council of Ministers establishing the nature of the degree

Nov. 13th 2017

Program Publication in the Official Bulletin of the State (BOE)

July 15th 2019

Monitoring Report

May 28th 2020

Acredita Self Evaluation Report

More Official Information

The guarantee of a quality degree is ensured through the Internal Quality Assurance Standards (SGIC). The SGIC’s strategies make it possible to monitor the degree to guarantee continuous improvement, ensuring that students acquire the knowledge and skills expected for the degree they are pursuing.

The Quality Assurance Committee (QAC) is responsible for coordinating and monitoring all of the processes to ensure accreditation. It is made up of one or two representatives from the Board of Directors, a representative from the University Evaluation of Quality and Accreditation Committee, professors, students, and teaching support staff. The QAC meets at least three times throughout the academic year. 

The results of the different processes in each academic year are collected and analyzed in the Data Analysis Report. This document is published at the end of each academic year. It determines the proposals to improve the degree, the projected time frame in which to implement them, and the people responsible for their implementation and monitoring.

Quality Indicators

The following values have been provided by the Integrated Information System for Higher Education (SIIU), a platform developed by the Secretary-General of Universities.


Retention Rate

Graduation Rate

Assessment Rate





Retention Rate: The percentage ratio between the number of credits that enrolled students pass in an academic year and the total number of registered credits in said academic year.

Graduation Rate: The percentage ratio between the number of credits that enrolled students pass in an academic year and the total number of credits completed to final exams in said academic year.

Assessment Rate: The percentage ratio between the number of credits completed to final exams in an academic year and the total number of registered credits in said academic year.