Teach English in Shiling Zhen - Zhumadian Shi

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Teaching English to young learners is no small task, but using a multiple intelligence lens might make the job more enjoyable and more effective. By tapping into a students way of learning and assimilating new information an English language teacher can assist language acquisition. “For instance, Medina (1990) showed that primary students improved their rate of vocabulary recall significantly when they were exposed to stories accompanied by musical and visual stimuli” (Arnold, Fonseca, 2004, P.125). There are many ways to apply multiple intelligence theory to teaching English as a foreign language to young learners. First, a basic understanding of Multiple Intelligence Theory; Howard Gardner explains that instead of one size fits all intelligence (IQ) there are multiple types of intelligence and accessing/processing information. He has defined eight categories: verbal/linguistic - explanation and understanding through words, visual/spatial - explanation and comprehension through visual use of graphs, pictures, maps, etc. body/kinesthetic - ability to use the body to express ideas, complete tasks, create moods interpersonal - working with others to complete task logical/mathematical - using scientific and mathematical models to analyse information musical - recognizes and communicates through rhythm, melody, and harmony intrapersonal - learns through self knowledge leading to understanding of goals, motivation, strengths/weaknesses environmental - learns from the natural world, has the ability to recognize elements of nature (Beare, 2019) These types of intelligence are not necessarily clear cut learning styles but "a hypothesis of how an individual approaches a range of materials." (Edutopia, 2016). Also, everyone has some form of each of these types of intelligences, however, there are some that tend to dominate in each individual. There are many ways a teacher can use multiple intelligence theory to engage young learners. An example would be to use movement, song and sounds to study animals (guess what animal I am?). This would appeal to the body/kinesthetic, visual/spatial, and environmental students. Another part of the “animal” lesson that would appeal to the verbal/linguistic, interpersonal and musical students might be to create lyrics and sing a song about animals in the wild (or use a classic like “Old McDonald Had a Farm). To appeal to the interpersonal young learner the teacher might ask the students what animal they would want to be and why. There are a wide variety of lesson plan ideas that multiple intelligence theory offers, as well as a way to reach all students. When young students are provided a holistic learning environment , one in which they can use multiple approaches and processes to learning a foreign language they are bound to be more successful. A teacher is offering multiple was to access, practice, use, and express students’ new language skills (Edutopia, 2016). Utilizing Multiple Intelligence Theory when lesson planning and teaching young learners is a great way to create and engaged and positive classroom. References: Beare, K (2019) Multiple intelligences in the ESL classroom, Thought Co. Retrieved from: https://www.thoughtco.com/multiple-intelligences-in-the-esl-classroom-1212160 J. Arnold, C. Fonseca (2004) Multiple intelligence theory and foreign language learning: a brain based perspective, International Journal of English Studies v4, p. 119-136 file:///Users/jillkaminski/Downloads/Dialnet-MultipleIntelligenceTheoryAndForeignLanguageLearni-919582.pdf Unknown Author, (2013,2016) Multiple Intelligence: what does the research say?, Edutopia, Retrieved from: https://www.edutopia.org/multiple-intelligences-research