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Applying Multiple Intelligences Theory in Undergraduate EFL Classroom
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lei, Song |
| Copyright Year | 2004 |
| Abstract | Howard Gardner’s Multiple Intelligences (MI) Theory has sparked a revolution in educational field in the past two decades. According to him, each person is unique and has a blend of intelligences namely Linguistic, Logical/mathematical, Spatial, Musical, Bodily/kinaesthetic, Interpersonal, Intrapersonal and Naturalist Intelligences. People differ in the strengths and combinations of intelligences, which can be enhanced through training and practice. The broad view of human intelligences in MI theory gives teachers a complex model from which to construct curriculum and offers teachers a way to examine their best teaching techniques and strategies in light of human differences. In the past two decades, teachers have interpreted the theory in different ways and applied it to their lesson planning and curriculum development to maximize learners’ potential. In contrast to the prosperous application in the west, the relevant study started in China less than a decade ago, with the main focus on the introductory articles of MI theory in pre-school and primary school level. Very few researches were conducted in EFL programs at college level. Therefore, the primary objective of this paper is to explore the feasibility of applying the MI theory to the undergraduate EFL classroom in China. The study offers application proposals in lesson designing, choosing materials, class activities and assessment, mainly focusing on the last two aspects. As for the class activities, the two major suggestions in well-rounded class activities are: (1) the eight activity corners, referring to the eight self-access and group activity corners based on the eight intelligences, and (2) the student project work, which includes MI projects, curriculum-based projects, thematic-based projects, resource-based projects and student-choice projects, designed to promote self-directed learning. As for assessment, four types of alternative assessment are highlighted. The paper aims at seeking ways to facilitate foreign language acquisition and to use language to encompass all aspects of communication. Accordingly, it challenges EFL teachers to engage in imaginative, creative and exploratory reform, to use language to help all students discover and develop their strengths, to stimulate students’ whole person development in the long run. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.celea.org.cn/pastversion/lw/pdf/SongLei.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
