This is a pre-recorded presentation (21 minutes) given for the CertiLingua Plurilingualism in a European Dimension Network meeting in Milan (14 September) on educational scenarios generated by AI chatbots. Since the term was launched in 1956, Artificial Intelligence has made steady inroads into our lives, and is now the focus of discussion on education. This…
One outcome from the July Australasian foresight conversations on education is to focus on introducing catalysts for change which are founded on enabling deep and meaningful learner agency. It is evident that top-down initiatives can be set to fail because of systemic resistance, interference by actors driven by commercial gain or political kudos, alongside the…
MED embarks on a partnership with the Internationalization and Innovation I+e Clinic at the University of Guadalajara, Mexico looking into foresight processes that could help guide development of practices and processes that enhance future higher education. Engaging now with partners in a range of countries, we work with academics and others to examine how different…
Enabling strategic foresight to guide education through the future requires inter-disciplinary thinking within and beyond the traditional boundaries of schools and higher education. Now any discussion on future readiness and orientation needs to recognize the potential impact of AI. Discussion across multiple continents and sectors is no longer about how AI might transform humanity, but…
Interview clip, March 2023, Mexico
How do we respond in education? Ignore? Ban? Embrace?
https://vimeo.com/780710630 Password: CEPMARSH Interview with David Marsh and Javier Barbero Andrés, Director del Centro del Profesorado de Torrelavega, Spain. Talking CLIL – Present and Future Talking Competencies Talking Cantabria
Future-ready schools are now developing globally. Charting the future means having a clear vision and strategy on how to get there. This involves recognizing existing strengths and past successes, and adapting these so that schools enable students to have knowledge, competences and skills for the world of tomorrow. Leaders of future-ready schools know that children…
Interview by Crystal Green with David Marsh for the Nexus Global Conversation on the origins of CLIL in Europe (9 mins) originally recorded in 2015. Click the below link to listen.
In the 1970s interdisciplinary learning emerged and quickly became controversial. Now, 50 years later, especially after the expansion of hybrid teaching during the pandemic, it is rapidly becoming a signature educational driver in leading edge schools and colleges. Interdisciplinarity is central to academic innovation because many subjects in schools and discipline-based degrees do little to…
Event opening speech for NIS centre of Excellence, Kazakhstan in seminar on teaching, artificial intelligence and the future.
Event opening speech at University of Guadalajara, Mexico on how experience of the pandemic provides opportunities for change management processes in higher education. July 2021, Spanish sub-titles, 17 mins
Excessive noise reduces the capacity to think, learn, and particularly to remember. Controlling noise is one of the most urgent and meaningful actions we can do to improve learning outcomes in our schools. Read more on the blog at Realvi.
In a world full of myths about learning languages, there are some fundamental truths. There are two ways to learn a language we can learn in a language, or we can learn about a language In is the natural way – just like we learnt our first language About is the unnatural way – what…
One positive experience of 2020 has been to recognise how inter-connectedness underpins not only our health and security, but also how we teach and learn. Education in 2020 became a profound stress-test where inadequate teaching approaches failed to migrate into rapidly introduced hybrid contexts. It revealed the success of integrated approaches such as CLIL which…
The 2020 experience of the rapid transition to remote teaching has been demanding for both educators and students. Studies in different countries indicate certain needs that now need to be either introduced or enhanced in teaching. These apply to physical-presence class teaching as well as HyFlex contexts where teaching and learning is applied through synchronous…
Why language education often fails and how language learning brings us profound advantages En español Em português Tiếng Việt Advances in technology continue to reveal scientific understanding of the advantages on mind and brain for those who know more than one language. A 2020 update review of the landmark 2009 meta-study on neuroscientific insights into…
Wherever we are located in the world, COVID-19 continues to have a profound impact on our societies and lives. Lockdown is one experience widely shared globally. This has resulted in sudden closure of schools, and educators striving to find ways to support students online, through TV or radio, and sometimes through delivery of food and…
NEXUS 2020-2025 is a new generation expert team exploring pedagogical methods that enable successful development of global competences through a fusion of subject and language learning. Involving people of all ages NEXUS aims to show how specific teaching activities can support learning outcomes according to the Programme for International Student Assessment (PISA) 2022 Global Competence…
Today, disruptive learning calls for disruptive technologies. Combining augmented and virtual reality to produce powerful and safe CLIL learning environments has been a dream for bilingual education teachers for over a decade. Now it is increasingly within reach with iCLIL where knowledge and competence-building go hand-in-hand with dynamic immersive learning experiences.
Global Positioning Generation Z (GPZ) is a CLIL-based learning resource for developing global competences. It enables young people (16-18 yrs) to look at how to make the environment a better place. Essentially asking ‘what is your position as a Generation Z global citizen (born 1995-2015) towards climate change?’ the resources focus on knowledge, attitudes, values…
Published in 2019, IMPLEMENTING INTERNATIONALIZATION OF ACADEMIA: Teaching Learning Research through English is now available. It is intended for academics and higher education personnel engaged in processes involving adoption of teaching and learning in English as an additional language. Access the full report here: https://riudg.udg.mx/handle/20.500.12104/79771
Ten years ago, a European Commission study ‘Contribution of Multilingualism to Creativity’ (Marsh, 2009) examined the potential for links between knowledge of languages and enhanced cognitive ability. The scientific meta-study reported that knowing more than one language generates a higher number of neuronal connections and stimulates multiple neuronal webs, both intra- and inter-hemispheric, which can…
After a successful 2-year trial period of Pheno-CLIL with High School students in Mexico, a prototype has been designed for younger learners. Pheno-CLIL is a signature pedagogy for teaching subjects in English. It combines two complementary across-the-curriculum methods: Phenomenon-based Learning (PhBL) and Content and Language Integrated Learning (CLIL). PhBL develops systems-thinking (seeing patterns in information…
The role of the first language when teaching through English as an additional language. A powerful argument for dual language environments when English is introduced as the medium of instruction. Authored by Hamish Chalmers with input from Eithne Gallagher, David Marsh, Victoria Murphy, Patsy Lightbown, and Nina Spada. Published 2019, Oxford University Press. Get your…
One key takeaway is why educational expertise in Hong Kong, Korea, Singapore, Taiwan and Japan is re-examining how undue stress undermines the physical and mental health of young people, and why New Generation Schools place human wellbeing at the heart of curricular operations.
The Guadalajara Colloquium on Internationalizing Implementation of Academia was held in Mexico October 2018, with input from expertise in Colombia, Finland, Italy, Japan, Norway, Portugal, South Korea and Spain. Reporting shortly through a Shape Paper on teaching in higher education through an additional language, the colloquium identified two key development issues – Which models? Which…
Shaping the Future: A KDI Framework for Building CLIL Environments in Higher Education is a Key Development Indicator tool which simplifies understanding of how to successfully introduce higher education teaching and learning in an additional language such as English. The KDI framework is formed by first identifying the goal (e.g. quality education through English which…
Starting 2018 in Finland developing resources which combine CLIL with phenomenon-based education to accelerate deep level language learning.
Presentations on how to realize the working life competences of digitally astute young people at schools and colleges are ongoing in Asia and Europe September- January 2018. Developments in Finland are aligned to the Worldwide Educating for the Future Index published by the Economist Intelligence Unit in 2017.
Dr. Wendy Díaz Pérez of the University of Guadalajara and David Marsh interviewed in Mexico on actions which enable university faculties to internationalize. The story of the successes achieved through a Mexico-Finland partnership is be published in partnership with the Inter-American Organization for Higher Education based in Montreal, Canada during September 2017.
Plans for a TEDx 2018 Finland event are now underway. Following the landmark 2015 TEDx Navigating the Horizon through Flexible Learning Paths, the crew is now being assembled for Inspiration through Integration, TEDx Jyväskylä Education.
