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.