![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study examined teachers’ use of the Multiple Intelligences Theory on vocabulary acquisition by preschoolers during English as a second language (ESL) classes in a K-12 school in Lebanon. Eighty kindergartners (KG II, aged 5 years) and eight teachers constituted the sample. The study used mixed methods, including observations of videotaped sessions, teacher surveys, and student interviews. Results indicated that (a) students acquired new vocabulary faster using traditional methods of teaching; however, their retention of such vocabulary was significantly weaker when compared with the vocabulary acquired in Multiple Intelligence (MI) classes; (b) the MI profile of the teachers was correlated with their teaching styles and lesson delivery; and (c) teachers who used MI in their teaching also had lower usage of higher order thinking skills. The study recommends the utilization of MI in ESL teaching and learning, yet also stipulates some aspects to be taken into consideration.
References
Section:
|
Adams, D., Hamm, M. (1998). Collaborative inquiry in science, math and technology. Portsmouth, NH: Heinemann. Google Scholar | |
|
Anderson, K. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51, 49-54. doi:10.1017/S0033291710000371 Google Scholar | Crossref | |
|
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandra, VA: Association for Supervision and Curriculum Development. Google Scholar | |
|
Armstrong, T. (1999). Seven kinds of smart: Identifying and developing your multiple intelligences. New York: Penguin Putnam Inc. Google Scholar | |
|
Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Google Scholar | |
|
Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Google Scholar | |
|
Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved from http://epicpolicy.org/publication/preschool-education Google Scholar | |
|
Beecher, M., Sweeny, S. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school’s story. Journal of Advanced Academics, 19, 502-530. Google Scholar | SAGE Journals | |
|
Campbell, L. (1991). Multiple intelligences in the clssroom. The Learning Revolution, 27, 2-13. Google Scholar | |
|
Campbell, L., Campbell, B. (1999). Multiple intelligences and student achievement: Success stories from six schools. Alexandria, VA: Association for Supervision and Curriculum Development. Google Scholar | |
|
Campbell, L., Campbell, B., Dickinson, D. (2004). Teaching and learning through multiple intelligences. Boston, MA: Pearson Education. Google Scholar | |
|
Carlisle, A. (2001). Using the multiple intelligences theory to assess early childhood curricula. Young Children, 56(6), 77-83. Google Scholar | |
|
Cash, R. (2011). Advancing differentiation: Thinking and learning for the 21t century. Minneapolis, MN: Free Spirit. Google Scholar | |
|
Chan, D. W. (2006). Perceived multiple intelligences among male and female Chinese gifted students in Hong Kong: The structure of the student multiple intelligences profile. Gifted Child Quarterly, 50, 325-338. Google Scholar | SAGE Journals | |
|
Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school. Upper Saddle River, NJ: Merrill. Google Scholar | |
|
Creswell, J. W., Plano Clark, V. L., Guttman, M., Hanson, W. (2003). Advanced mixed methods research designs. In Tashakkori, A., Teddlie, C. (Eds.) Handbook on mixed methods in the behavioral and social sciences (pp. 209-240). London, England: Sage. Google Scholar | |
|
Currie, K. L. (2003). Multiple Intelligence Theory and the ESL classroom: Preliminary considerations. The Internet TESL Journal, IX(4). Google Scholar | |
|
Douglas, O., Burton, K., Reese-Durham, N. (2008). The effects of the multiple intelligence teaching strategy on the academic achievement of eighth grade math students. Journal of Instructional Psychology, 35, 182-187. Google Scholar | |
|
Dunn, R. (1990). Rita Dunn answers questions on learning styles. Educational Leadership, 48(2), 15-19. Google Scholar | |
|
Dunn, R., Dunn, K. (1992). Teaching secondary students through their individual learning styles: Practical approaches for grades 7-12. Boston, MA: Allyn & Bacon. Google Scholar | |
|
Eisner, E. W. (2004). Multiple intelligences: Its tensions and possibilities. Teacher’s College Record, 106(1), 31-39. Google Scholar | Crossref | |
|
Folse, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor: University of Michigan Press. Google Scholar | Crossref | |
|
Gahala, E., Lange, D. (1997). Multiple intelligences: Multiple ways to help students learn foreign languages. Northeast Conference on the Teaching of Foreign Languages Newsletter, No. 41. Google Scholar | |
|
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books. Google Scholar | |
|
Gardner, H. (1991) The unschooled mind: how children think and how schools should teach. New York, NY: Basic Books Inc. Google Scholar | |
|
Gardner, H. (1993a). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books. Google Scholar | |
|
Gardner, H. (1993b). Multiple intelligences: The theory in practice. New York, NY: Basic Books. Google Scholar | |
|
Gardner, H. (1999). Intelligence reframed. New York, NY: Basic Books. Google Scholar | |
|
Gardner, H. (2000). The complete tutor. Technos, 9(3), 10-13. Google Scholar | |
|
Gardner, H. (2006). Multiple intelligences: New horizons. New York, NY: Basic Books. Google Scholar | |
|
Gardner, H., Feldman, D. H., Krechevsky, M. (1998). Project spectrum: Early learning activities. New York, NY: Teachers College Press. Google Scholar | |
|
Gardner, H., Moran, S. (2006). The science of multiple intelligences: A response to Lynn Waterhouse. Educational Psychologist, 41, 227-232. Google Scholar | Crossref | |
|
Gremli, J. (1996). Tuned into learning styles. Music Educators Journal, 83, 24-27. Google Scholar | SAGE Journals | |
|
Hoerr, T. (1996, winter). Education: One size does not fit all. Private School Administrator. Google Scholar | |
|
Hoerr, T. (2000). Becoming a multiple intelligence school. Alexandria, VA: Association for Supervision and Curriculum Development. Google Scholar | |
|
Howles, L. (2007). Learning styles: What the research says and how to apply it to designing e-learning. The eLearning Guilds Online Forums, session number: TH101. Retrieved from http://www.aowm73.dsl.pipex.com/dyslexics/learning_styles.htm Google Scholar | |
|
Huebner, T. (2010). Differentiated instruction. Educational Leadership, 67(5), 79-81. Google Scholar | ISI | |
|
Klein, P. D. (1997). Multiplying the problems of intelligences by eight: a critique of Gardner’s theory. Canadian Journal of Education, 22, 377-394. Google Scholar | Crossref | |
|
Kornhaber, M., Fierros, E., Veenema, S. (2004). Multiple intelligences: Best ideas from research and practice. Boston, MA: Pearson Education. Google Scholar | |
|
Lash, M. D. (2004). Multiple intelligences and the search for creative teaching. Paths of Learning, 22, 13-15. Google Scholar | |
|
Lazer, D. (1999). Eight ways of teaching: The artistry of teaching with multiple intelligences. Palatine, IL: IRI Skylight. Google Scholar | |
|
Lazer, D. (2004). Multiple intelligence approaches to assessment. Tucson, AZ: Zephyr. Google Scholar | |
|
Loori, A. A. (2005). Multiple intelligences: A comparative study between the preferences of males and females. Social Behavior and Personality, 33, 77-88. Google Scholar | Crossref | |
|
Mehta, S. (2002). Multiple intelligences and how children learn: An investigation in one preschool classroom. Unpublished master’s thesis. Virginia Polytechnic Institute and University, Balcksburg, Virginia. Google Scholar | |
|
McKenzie, W. (1999). Surf Aquarium Consulting. Retrieved from http://surfaquarium.com/MIinvent.htm Google Scholar | |
|
Morgan, J. A., Fonesca, C. (2004). Multiple intelligences theory and foreign language learning: A brain-based perspective. International Journal of English Studies, 4, 119-136. Google Scholar | |
|
Perrin, J. (1990). The learning styles project for potential dropouts. Educational Leadership, 48(2), 23-24. Google Scholar | |
|
Razmjoo, S. A. (2008). On the relationship between multiple intelligences and language proficiency. The Reading Matrix, 8, 155-174. Google Scholar | |
|
Razmjoo, S. A., Sahragard, R., Sadri, M. (2009). On the relationship between Multiple Intelligences, vocabulary learning knowledge and vocabulary learning strategies among the Iranian EFL learners. The Iranian EFL Journal Quarterly, 3, 82-110. Google Scholar | |
|
Richards, J., Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press. Google Scholar | Crossref | |
|
Sew, J. W. (2003). Otak dan Kecerdikan (Brain and Intelligence). Dewan Bahasa, 3, 34-39. Google Scholar | |
|
Schumann, J. (1997). The neurobiology of affect in Language. Boston, MA: Blackwell. Google Scholar | |
|
Shearer, B. (2004). Multiple intelligences theory after 20 years. Teachers College Record, 106, 2-16. Google Scholar | Crossref | |
|
Snider, D. P. (2001). Multiple intelligences theory and foreign language teaching. Unpublished doctoral dissertation, University of Utah, Salt Lake City. Google Scholar | |
|
Stahl, S. A. (2002). Different strokes for different folks? In Abbeduto, L. (Ed.), Taking sides: Clashing on controversial issues in educational psychology (pp. 98-107). Guilford, CT: McGraw-Hill. Google Scholar | |
|
Sternberg, R. (1996). Successful intelligence: how practical and creative intelligence determine success in life. New York, NY: Simon & Schuster. Google Scholar | |
|
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Google Scholar | |
|
Valiande, S. (2010). Differentiated teaching in mixed ability classrooms. Unpublished doctoral dissertation, University of Cyprus, Nicosia. Google Scholar | |
|
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Waterhouse, L. (2006). Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories. Educational Psychologist, 41, 247-255. doi:10.1207/s15326985ep4104_5 Google Scholar | Crossref |
