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 lead to a higher capacity for generating new (creative and innovative) processes.

Knowledge of more than one language was also found to be linked to enhanced learning, problem-solving and communication competences – all of which are fundamental 21st century transversal skills.

International Schools’ 2019 Bilingual Education Summit provided insight on how much can be achieved for young people, families and societies if opportunities are available to experience quality teaching and learning in more than one language.

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 and problem-solving) where
students learn a single topic from different inter-disciplinary perspectives.

CLIL develops language and content simultaneously. Described as the ultimate language teaching methodology by the late David Graddol, it has become the most significant change agent in English language education globally over the past two decades.

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 copy here: https://elt.oup.com/feature/global/expert/thank_you?cc=fi&selLanguage=en

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 competences to successfully assure quality?

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 complements teaching through the first language and achievement of the university strategy). Then key factors that can support or hinder progress being achieved are identified (e.g. governance, management, praxis, and outcomes), leading to a set of key development actions.

The book is now available at: http://www.riudg.udg.mx/handle/20.500.12104/71629

Marsh, D. & Díaz Pérez, W. (2018). Shaping the Future: A KDI Framework for Building CLIL Environments in Higher Education. Guadalajara: University of Guadalajara.

Starting 2018 in Finland developing resources which combine CLIL with phenomenon-based education to accelerate deep level language learning.

Photograph credit: Fernando Mendoza