Abstract
Multiple Intelligences Theory (MIT) has significant implications for educational performance, because it changes our perception of intelligence and academic achievement in the learning world. Traditionally learners are taught as if they are all the same without any regard to their unique learning needs or differing learning profiles. While Gardner’s theory lit a candle for a new conceptualization about intelligence and academic abilities, it is far from achieving a widespread popularity in the traditional language classroom. More scholarly explorations are necessary to introduce its promises and potential in the English language teaching world. An example is shared from the School of Foreign Languages at the University of Mediterranean Karpasia. An experimental MIT approach is utilized in an elementary language class in the School of Foreign Languages. This paper integrated three steps in its research. First, key literature review on MIT is introduced highlighting Howard Gardner as the founder of MIT. Then, results of content analysis for two random units from the course book are shared to get a general idea about MIT practice in an elementary language class. Lastly, an innovative teaching praxis tried in an elementary language class. This innovative MIT approach is discussed to determine the future research areas to explore and further investigate the phenomenon which will inform language teaching practices
Keywords
References
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Abstract
References
- 5, 2012 from http://iteslj.org/Bas- Currie, K. L. (2003). Multiple Intelligence Theory and the ESL Classroom: The Internet TESL Journal. V(IX),
- No.(4). Retrieved November, 12, 2012 from http://iteslj.org/ Dastgoshadeh, A. & Jalilzadeh, K. (2011). Multiple Intelligences-based Language Curriculum for the Third
- Millenium. 2011 International Conference on Education, Research and Innovation. IPEDR. 18 pgs. 57
- 62 . Singapore: IACSIT Press. Fonseca, C. & Arnold, J. (2004). Multiple Intelligence Theory and Foreign Language Learning: A Brain-based
- Perspective. International Journal of English Studies. Retrieved November 1st, 2012 from
- www.um.es/engphil/ijes Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Gardner, H. (1999). Intelligence Reframed. Multiple Intelligences for the 21st Century. New York: Basic Books. Hammond, N. (2008). Multiple Intelligences in ELT: A New Model. v(17), No.(4). Retrieved November, 12,
- 2012 from www.onlineMET.com Hernandez, J.G.V. (2010). Multiple Intelligences as a new Paradigm in the education of Mexico. International
- Journal of Education, 2, (1), E8. Retrieved November 3, 2012 from www.macrothink.org/ije Mirzazadeh, M. (2012). Impacts of Multiple Intelligences on Learning English in the ESL Classroom.
- American, Journal of Scientific Research, 60, 64-74. Ruggieri, C. A. (2002). Multigenre, Multiple Intelligences, and Transcendentalism. The English Journal, 92,2,60-68. Richards, J. & Rodgers,T. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge
- University Press. Riley, D. L. (1999). Enhancing the Learning Experience with Strategy Journals: Supporting the Diverse
- Learning Styles of ESL/EFL Students. Proceedings in HERDSA Annual International Conference, 12
- 15, 1999, Melbourne. Retrieved from November 5th, 2012 from http://
- www.reserach.unimelb.edu.au/_data/assets/pdf_file/0014/130550/reserachreport2001.pdf Vincent, A. & Ross, D. (2001). Personalize Training: Determine Learning Styles, Personality Types and
- Multiple Intelligences Online, Learning Organization, v(8), 1, pp.36 – 43 . Retrieved November 3,
- 2012 from http://www.emeraldinsight.com/journals.htm?articleid=882605&show=abstract
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | March 1, 2013 |
| Published in Issue | Year 2013 Volume: 4 Issue: 1 |