Multiple Intelligences as Strategy for Teaching EFL to high school graduates

Multiple Intelligences as Strategy for Teaching EFL to high

school graduates.

Introduction

Chapter 1. Multiple Intelligences in the structure of a new English syllabus for secondary school

1.1 Methodology as a science

1.1.1 Present-day issues of foreign language teaching at secondary school

1.1.2 Current concepts in secondary school graduates EFL

Chapter 2. Theory of multiple intelligences

2.1 Gardner’s theory

2.1.1 Linguistic Intelligence

2.1.2 Logical/Mathematical Intelligene

2.1.3 Intrapersonal Intelligence

2.1.4 Interpersonal Intelligence

2.1.5 Musical Intelligence

2.1.6 Spatial Intelligence

2.1.7 Bodily-Kinesthetic Intelligence

2.1.8 Naturalistic Intelligence

2.2. Psychological analysis of Gardner’s Theory

Chapter 3. Learning environment in teaching English conversation

3.1 Multiple intelligences in teaching English learners to the senior

forms of secondary school

3.1.1 Development of students’ speaking and pronunciation skills

3.1.2 Use of the World Wide Web in teaching English to secondary school graduates

3.1.3 Use of the VIDEO in teaching English to secondary school graduates

Conclusions

Bibliography

Supplement

Introduction

The theme of the present university degree thesis is “ Multiple

Intelligences as Strategy for teaching EFL to High School Graduates “.

The topicalityof the research is stipulated by rapid changes in education

and intercultural communication etc., caused by the development of

computer technologies.

The aim of the university degree thesis is include the Multiple Intelligences as Strategy for TEFL to High school students .

Methods of the research:

-inductive,

-deductive,

-experience of noted scholars,

-research of literature.

The theoretical value of the paper consists in using the results of the research in the EFL teaching.

The practical value - a good opportunity of using at the lessons of English on secondary school. It helps to achieve the best results in teaching English.

The structure of the paper:

The paper consists: The Introduction, Chapter 1, where I have considered “Methodology as a science” , Chapter 2, “The Theory of Multiple Intelligences”,

And Chapter 3 “Learning environment in teaching English conversation”, in the end of the paper I’ve done the conclusions of the research , and used the certain literature.

Principles of Multiple Intelligence Theory

The following principles are a condensation of J. Keith Rogers and based upon his study of Howard Gardner's theory:

-Intelligence is not singular: intelligences are multiple.

-Every person is a unique blend of dynamic intelligences.

-Intelligences vary in development, both within and among individuals.

-All intelligences are dynamic.

-Multiple intelligences can be identified and described.

-Every person deserve opportunities to recognize and develop the

multiplicity of intelligences.

-The use of one of the intelligences can be used to enhance another intelligence.

-Personal background density and dispersion are critical to knowledge, beliefs, and skills in all intelligences.

-All intelligences provide alternate resources and potential capacities to become more human, regardless of age or circumstance.

-A pure intelligence is rarely seen.

-Developmental theory applies to the theory of multiple intelligences.

-Any list of intelligences is subject to change as we learn more about multiple intelligences.

According to Howard Gardner, as presented in his book Frames of Mind: The Theory of Multiple Intelligences, human intelligence has the following criteria:

-Potential Isolation by Brain Damage.

-The Existence of Idiot [Autistic] Savants, Prodigies, and other Exceptional Individuals.

-An Identifiable Core Operation or Set of Operations.

-A Distinctive Developmental History, along with a Definable Set of Expert "End-State" Performances.

-An Evolutionary History and Evolutionary Plausibility.

-Support from Experimental Psychological Tasks.

-Support from Psychometric Findings.

-Susceptibility to Encoding in a Symbol System.

Chapter 1. Multiple Intelligences in the structure of a new syllabus for secondary school

Comparing old and the new English teaching syllabi for secondary

schools one can clearly see some differences.

Let’s begin with the introductory word. The introductory word of the old

syllabus covers only the explanation of practical and educational

purposes of English learning and end-goals of learning language

(listening, speaking, reading and writing). The introductory part of the

new syllabus includes:

1. Introduction.

2.Levels of speech competence.

3.The principles of the programme.

4. Educational purposes.

5. Grounds of content.

6. Methodological foundation (basis) of modern teaching and learning

English.

7. Control and essessment.

Criteria of essessment of pupils’ achievements (4 levels: elementary,

middle,sufficient, high) have a special place in the new syllabus. Such

information is not included into the old syllabus.

According to the new sullabus teaching English starts from the

second form.

Analyzing the topics of conversation we can see that the old syllabus

gives us three main topics from the fifth to the eleventh form: A Pupil and

His Environment; Ukraine; English-Speaking Countries. The new

syllabus provides with 6 topics already in the second form: About

myself, My Family and Friends, School Life, Recreation, Nature, Man,

The Life of Society and 8 topics from the third to the 11th form.

Analysing communicative unit we find there speech functions and

examples of functional exponents in the new syllabus, which are

not mentioned in the old syllabus.

Language competence includes vocabulary, grammar and phonetics in

both syllabi, but in the old syllabus the number of lexical units in each

form is fixed.

Sociocultural and sociolinguistic competence and strategic competence

are not defined in the old syllabus.

At the end of each year specific demands to speech competence of pupils

(listening, monologue, dialogue, reading, writing) are defined in the new

syllabus.

In general, the new syllabus is much but specific wider.

1.1. Methodology as a science

The term “ìåòîäèêà” has several correspondences in English: methodology, methods and methodics. The word methodology will be used for “ìåòîäèêà” and “ìåòîäîëîã³ÿ” of teaching English as foreign language [TEFL].

There are several definitions of this term:

Methodology (from Greek methodos – ñïîñ³á, øëÿõ äîñë³äæåííÿ àáî ï³çíàííÿ, logos – ïîíÿòòÿ, â÷åííÿ) is a framework of organization of teaching which relates linguistic theory to pedagogical principles and techniques.[37,p.5]

Methodology is a branch of pedagogy which dealing with peculiarities of teaching a certain subject.[38,p.12]

Methodology of FLT is a body of scientifically tested theory concerning the teaching of foreign languages in school and other education institutions.[37,p.17]

Methodology is a system of principles and ways of organization and construction of theoretical and practical activity as well as teaching about this system .[37,p.14]

Methodology is a science which studies aims, contents, means, principles, techniques and methods of a system of instruction and education.[37,p.15]

Methodology is a branch of didactics which relates a linguistic theory to pedagogical principles and techniques.

The scholars’ve considered the relation of methodology of FLT to other sciences ( supplement 1).

The objective of the present research is integrating some aspects of knowledge of English, didactics, psychology, linguistics to formulate basic professional and pedagogical habits and skills. In G. Rogova’s opinion, methodology covers three main points:

aims of TEFL;

content of TEFL;

methods ( supplement 2), principles and techniques of TEFL.

But it becomes evident that the three components do not constitute the whole teaching/learning process. The activities of learners and teachers, their interaction (symmetrical or assymetrical) and the role of instruction materials are the outstanding constituents. The task of methodology is to integrate the relationships among them and to draft requirements for each of them.

Teaching a subject is viewed here not simply as the delivery of prescribed formulate, imparting a certain amount of knowledge, but also developing habits and skills, but also as activity.

To attain these aims in the most effective way constitutes the main subject of any methodology. The methodology determines the laws, principles, aims, content, methods, techniques and means (media) of teaching. The actual teaching of a language may differ in the analysis of what is to taught, in the planning of lessons, in the teaching techniques used, in the type and amount of teaching done thought mechanical means and finally, in the testing of what has been learned.

Basic Categories Of Methodology

The methodology of TEFL seems to embody such basic categories on which there is general agreement among those who have studied the subject: methods, principles, techniques, aims and means of instruction.

There is no unanimity regarding the term method either. In G. Rogova’s et. al. view “method is a technological operation, structural and functional component of the teacher’s and learner’s activity, realized in techniques and principles of instruction. A method is a model of instruction based on definite theoretical provision, principle, techniques and aims of instruction.

A method is also a specific set of teaching techniques and materials generally backed by stated principles.

A method determines what and how much taught (selection), the order in which it is taught (gradation), and how the meaning and form are conveyed (presentation). Since presentation, drill and repetition may also be the concern of the teacher, the analysis of the teaching/leaning process must first determine how much is done by the method and how much by the teacher.

Aim is a direction or guidance to establish a course or procedure to be followed. The teacher should formulate long-term goals, interim aims and short-term objectives. What changes he can bring about in his pupils at the end of the week, month, year, course, and each particular lesson. Hence, aims are planned results for pupils learning a FL. The aims are stipulated by syllabus and other official directives. They are: practical, instructional, educational and developing (formative).

Practical aims cover habits and skills which pupils acquire in using a foreign language. A habit is an automatic response to specific situation, acquired normally as a result of repetition and learning.

A skill is a combination of useful habits serving a definite purpose and requiring application of certain knowledge.

Instructional aims developed the pupils mental capacities and intelligence in the process of FLL (foreign language learning).

Educational aims help the pupils extend their knowledge of the world in which they live.

Formative or developing aims help develop in learns sensual perception, motor, kinesthetic, emotional and motivating spheres.

Principles are basic underlying theoretical provisions which determine the choice of methods, techniques and others means of instruction.

Technique in the methodology of TEFL is the manner of presentation, demonstration, consolidation and repetition.

Means is something by the use or help of which a desired goal is attained or made more likely.

1.1.1. Present-day issues of TEFL

A critical review of methods currently employed in TEFL/TESL has shown no consensus on the effective way to facilitate and accelerate English learning. A shift has been made from teacher-centered activity to student-centered, some methodologists even claim that learning is more important than teaching (Michael West, Humanistic Approach, Silent Way).

Though many young teachers still teach the way they had been taught, it can’t be denied that current thinking in methodology constitutes a challenge to convention thinking about language teaching.

One of the conventional methods of TEFL is the Grammar-Translation method (G-TM):

The goal of foreign language (FL) study, using this method, is to learn a language in order to read its literature or to benefit from the mental discipline and intellectual development that result from FL study. G-TM is a way of studying language that approaches the language first through detailed analysis of its grammar rules, followed by application of the knowledge to the task of translating sentences and texts into and out of the target language. The first language is maintained as the reference system in the acquisition of the second language.

Reading and writing are the major focus: little or no systematic attention is paid to speaking or listening.

In a typical G-T text, the grammar rules are presented and illustrated, a list of vocabulary items is presented with their translation equivalents, and translation exercise a prescribed.

the sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of the method.

of grammar rules, which are then practised through translation Accuracy is emphasized. Students are expected to attain high standarts in translation, because of “the high priority attached to meticulous standards of accuracywhich was a prerequisite for passing the increasing numberof formal written examinations that grew up during the century"

Grammar is taught deductively, that is, by presentation and study exercises.

The student's native language is the medium of instruction. It is used to explain new items and to enable comparisons to be made between the FL and the student's mother tongue. (G-TM dominated in FLT from the 1840s to the 1940s, and in modified form it continues to be widely used in some parts of the world today).

In the mid- and late nineteenth centuries opposition to G- TM gradually developed in several European countries. This Reform Movement, as it was referred to, laid the foundations for the development of a new way of language teaching and raised controversies that have continued to the present day.

From the 1880s, however, practically minded linguists like Henry Sweet in England, Wilhelm Victor in Germany and Paul Passy in France began to promote their intellectual leadership needed to give reformist ideas greater credibility and acceptance.

The main principles of their theory were:

the study of the spoken language;

phonetic training;

an inductive approach to the teaching of grammar;

teaching new meanings through establishing associationswithinthe target language rather than by establishing associations with the mother tongue;

translation should be avoided, although the mother tongue could be used in order to explain new words orto check comprehension.

The idea put forward by members of the Reform Movement had a role to play in developing principles of FLT out of naturalistic approach to language learning. This led to what has been termed 'natural method' and ultimately led to the development of what came to be known as the Direct Method.

In the 1920s and 1930s H.E.Palmer, A.S.Hornby and other British linguists developed an approach to methodology that involved systematic principles of selection (the procedures by which lexical and grammatical content was chosen), gradation (principles by which the organization and sequencing of content were determined), and presentation (techniques used for presentation and practice of items in a course). Their general principles were referred to as the oral approach to language teaching. The characteristic feature of the approach was that new language points were introduced and practised situationally.

Later the terms Structural Situational Approach and Situational Language Teaching came into common usage.

Like the Direct Method, Situational Language Teaching (SLT) adopts an inductive approach to the teaching of grammar. The meaning of words or structures is not to be given through translation in either the native tongue or the target language but is to be induced from the way the form is used in the situation. H.Palmer believed that "if we give the meaning of a new word, either by translation into the home language or by an equivalent in the same language, as soon as we introduced it, we weaken the impression which the word makes on the mind".

Explanation is therefore discouraged, and the learner is expected to deduce the meaning of a particular structure or vocabulary item from the situation in which it is presented.

In 1939 the university of Michigan developed the first English Language Institute in the United States. It specialized in the training of teachers of English as a foreign language and in teaching English as a second or foreign language.

The approach to FLT became known as the Audio-Lingual Method. According to this method FL was taught by systematic attention to pronunciation and by intensive oral drilling of its basic sentence patterns.

The language teaching theoreticians and methodologists who developed Audio-lingualism (Charles Fries, William Moulton) believed that the use of the student's native language should be forbidden at early levels .

Translation as a teaching device may be used where students need or benefit from it. It was one of the principles of Communicative Language Teaching the origins of which are to be found in the changes in the British language teaching tradition dating from the late 1960’s.

Looking back from the vantage point of 1990’s we can see that the Direct Method, Audio-Lingual and Communicative Methods have their rationale and supporters, yet they are not equally efficient for all learners, and for all teachers, and for all situations.

The methodology must be flexible and electric, based on a careful selection of facets of various methods and their integration into a cohesive, coherent procedure. Of central importance are positive attitudes of learners and teachers; they should permeate all stages of teaching/learning process, make every learning hour a stimulating, motivating experience leading to pleasure and success in language acquisition.

The teacher’s pivotal responsibility is to imbue students with confidence and self-esteem, emotional security and a well-integrated personality that will make them life-long learners.

The emerging “paradigm shift” in teaching strategies needs new generalizations which will lead to improved attitudes, and better results in teaching/learning process, which will be beneficial both for learners and teachers alike.

It is difficult to predict whether the Communicative Method will last any longer than its predecessors but it can’t be denied that the work of the innovators constitutes a challenge to convention thinking about language teaching, which is unfortunately “stubbornly” adhered by many classroom teachers and teacher-practitioners.

Current Trends

What is current methodology? Do we have to abandon all we have learned of the Audio-Lingual method, the Direct Method (DM), and start anew? Thus far, the suggestions for change have been gentle, but we have not been left with a vacuum to be filed. Judging from techniques and trends of the past few years, we can see that current thinking methodology seems to be in the direction of: – relaxation of some extreme restrictions of A-LM and DM; – development of techniques requiring a more active use of the students mental detail.

Let us examine these two trends in some detail.

Teachers have found that a close adherence to the listening-speaking-reading-writing order has not always been effective and brought the desired results.

On the other hand a lack of such adherence has not proved harmful. They has also called into question the theory that speech is primary and reading and writing are secondary manifestations. Such theoretical and experimental rethinking has resulted in the current trend toward teaching and testing the various language skills in more integrated way. The close procedure provides an interesting and thought-provoking exercise, which trains the students to look carefully at all structural clues and to range around within a semantic field for related concerts. It is a good preparation for careful reading and a useful overall written test.

The teachers no longer feel the need to defer or widely separate reading and writing lessons from listening and speaking activities.

Similarly the prohibition against using the student’s native language has been considerably relaxed. It is just more efficient to give explanations and instructions in the native language because it affords more time for really meaningful practice in English.

Notable among current trends is the more practical recognition of the varying needs of learners. If, for instance, a learner needs a reading knowledge of English above all else, then reading must have priority, and the learner must learn this skill through specific guided practice in reading.

Another question is whether the teacher should polish learner’s structure so as to exclude a change of making a mistake. That “prohibition” of errors way largely due to the fear that mistakes would contribute to the creation of a bad habit. Now that the “habit theory” of language acquisition has been challenged and creative aspects of language learning emphasised, the teacher is freed from this fear. Student’s creative involvement is more important to the learning process than the mere avoiding of errors (this doesn’t mean that the teacher should not correct the student and provide necessary drill when appropriate).

Teachers for some time have felt a need of moving from A-LM (with its rigid structure pattern) to a less controlled situation in which the student can communicate his own ideas. Classroom activities may be grouped into four categories:

completely manipulative;

predominantly manipulative;

predominantly communicative;

completely communicative.

Examples of completely manipulative activity would be:

a) a drill in which the students merely repeat sentences after the teacher;

b) a simple substitution drill ( by showing a picture or explaining a scene from the students experience). The latter exercise could be made into a predominantly manipulative drill, that is it would include a small element of communication).

In a more advanced class the students retell a story the teacher has given them. Finally, an example of pure communication would be a free conversation among the members of the class, such as a role-playing, conference, etc.)

Cognitive Code-Learning Theory (CC-LT) or the Trend towardCognitive Activity

The trend toward a more active use of the students' mental powers probably represents the most important effort of the cognitive theory of language acquisition. Advocates of the A-LM often advised the teacher to keep students "active" - since, they said, when a student is active he is learning. They advised him to have all his students saying things aloud in English during as much of the class period as possible. This was the chief reason for doing so much choral work. In this way the greatest number of

students could be actively participating - "using the language" as it was called .

Language learning is viewed as rule acquisition, not habit formation. Instruction is often individualized: learners are responsible for their own learning. Reading and writing are once again as important as listening and speaking; errors are viewed as inevitable.

But the utility of such "active" use of the language has been challenged by proponents of CC-LT. They point out that the mere mechanical repetition of language forms is in reality passive rather than active learning, for it is primarily - sometimes almost entirely - a physical, mechanical sort of activity. It does not begin to engage the student's full mental powers. CC-LT, as a FLT method, is based on the following principal assumptions:

1. language is a system of signs, governed by its own rules;

2. CC-LT implies recognition of form, perception of meaning, relations of universals and particulars, generalisation and analogy;

3. the assimilation of material is directly proportional to the degree of its comprehension;

4. language is more than a system of habits which can be formed through

Systematic drills;

5. language learning is a creative process, therefore the student should

be as mentally active as possible in all assigned work:

6. a) drills and exercises should be meaningful;

b) deductive use of exercises designed to teach grammar structures (deductive explanations, i.e. rule prior to practice, starting with the rule and then offering examples to show how this rule applies);

c) rote learning is to be avoided;

d) reading and writing should be taught at early stages along with

listening and speaking;

e) occasional use of student's native language for explanation of new grammar and vocabulary is beneficial.

The cognitive principles of learningcan convenientlybe

summarised under three headings:

1. the need for experience;

2. the process of assimilation;

3. developmental stages.

These three principles are not only suited to adult learners but they have been readily adopted in the primary school, and the following are suggestions for practicing cognitive principles in the classroom with younger children:

a) Give experience of the language they are learning - teach them poems, rhymes, songs, tell them stories, talk to them.

b) Give them activities - painting, modeling, playing game, etc.

c) Don't stick rigidly to a predetermined language syllabus - allow the activities that take place in the class to range freely and develop naturally and let the occurrence of stimulating events that happen in the environment influence the vocabulary and structures that are introduced and practiced in each lesson.

Viewing language learning as a natural creative process rather than as habit formation, suggests that the teacher should provide guided practice in thinking in the language rather than a mere repetition drill. Such mental involvement tends to make language learning more enjoyable tor the student, - hence improved attitudes and better results.

It seems also appropriate to remind ourselves that teaching involves much more than a knowledge of methods. However well-versed a teacher may be in psychological and linguistic theories, in techniques and methodologies, his knowledge alone will not assure success. An even more basic ingredient of all good teaching is the teacher's attitude toward his students and his work.

We must recognise the teacher's compassionate, intelligent, individual approach to his work as the essential factor in successful language teaching,

To sum it up, language in CC-LT is viewed as an abstract model, governed by its own rules; language material is assimilated in blocks, not discretely i.e. in their constitutive elements; assimilation is directly proportional to comprehension; frequency of contrast is more important than frequency of repetition. According to this theory assimilation of language is achieved by conscious control over phonological, grammatical, and lexical models of a foreign language by way of conscious learning and analysis.

And, finally, practice and pedagogical experimenting shows that the priority of a certain methods is not justified. Some specialists believe that a creative synthesis of provisions of every method (eclecticism) may yield good results.

1.1.2. Current Concepts in secondary school graduates EFL

While the field of teaching English as a foreign language (EFL) to high

school graduates has its own unique terms and concepts, it often draws

from the professional vocabulary of other areas of education such as K-

12, adult basic education, and higher education. This article presents a

selection of such terms and concepts, discussing them as they are

applied in the adult ESL context and citing sources where they are

described with adult immigrant learners in mind. Some terms are broad,

representing theories or approaches, while others might be more

accurately described as methods or techniques. Most are mutually

supportive and can be integrated in instruction to expand and enrich learning in any EFL setting.

Authentic or Alternative Assessment

Authentic or alternative assessment describes efforts to document learner achievement through activities that require integration and application of knowledge and skills and are based on classroom instruction. Ideally, these assessments are relevant to real-life contexts and include activities such as creating a budget, completing a project, or participating in an interview Authentic assessments are criterion referenced, in that

criteria for successful performance are established and clearly articulated. They focus

on the learning process as well as the products and they include means for learner

self-assessment and reflection. Often, authentic assessments are used in conjunction

with standardized tests to provide a more complete picture of learner progress. Examples of authentic assessment include performance-based assessment, learner self-assessment, and portfolios. Performance-based assessment activities require learners to integrate acquired knowledge and skills to solve realistic or authentic problems, such as taking telephone messages, completing an application, or giving directions. Self assessment refers to checklists, logs, reflective journals, or

questionnaires completed by learners that highlight their strategies, attitudes, feelings, and accomplishments throughout the learning process .

Portfolio assessment consists of a systematic collection of the learners' work (such as writing samples, journal entries, worksheets, recorded speech samples, or standardized test results) to show individual progress toward meeting instructional objectives .

Computer-Assisted Language Learning

The use of computer-based technologies for language instruction is known as computer-assisted language learning (CALL). Computer software, including multimedia applications, and the Internet and the World Wide Web are examples of such technologies at use in language programs today.

Computer technologies can provide a course of instruction, facilitate activities and tasks, or create opportunities for additional practice . CALL

can also be structured to promoted teamwork and collaboration among the learners, a necessity for those programs with limited access to technology . It can be incorporated in instruction as an integral part of a class, as an option that learners access individually, or in some combination of class-based and self-access models.

Using technology can sometimes be difficult. The planning

process should involve consideration of at least the following elements: the needs and goals of the program, instructional focus, staffing, software and hardware availability or accessibility, learners' learning goals; and learners' and staffs' experiences with and attitudes toward computer use .

Critical Literacy Theory

Critical literacy theory expands the discussion of literacy practice beyond the basic functions of reading and writing. Where traditional literacy instruction might focus on skills such as decoding, predicting, or summarizing, critical literacy theory encourages critical examination of text, especially the social, political, and ideological elements present. Based in the assumption that literacy practices have the capability to

both reflect and shape the issues and power relationships at play in the larger society, critical literacy theory seeks to empower learners through development of critical and analytical literacy skills .

In the general sense, critical literacy theory encourages teachers to create instructional activities that help learners use analytical skills to question and respond to such elements as perspective, purpose, effect, or relevance of what they read and write.

For example, a teacher might prompt learners to distinguish fact from

opinion in a newspaper editorial or to identify an author's position on a topic and compare it to their own. The focus is on the learner as decision maker and active interpreter in reading and writing activities.

Family and Intergenerational Literacy

Family literacy has traditionally described the use of literacy within the context of the family, often as related to early childhood development and parental support of children's school achievement. Intergenerational literacy broadens that description, recognizing that relationships between adults and children, both within and outside the traditional definition of the family unit, affect the literacy use and development of all involved. Family literacy programs for ESL populations generally use family and

family relationships as content and involve at least two generations of participants.

The goals of family and intergenerational literacy programs are varied. Some focus on the family and school, seeking to increase parental involvement, improve communication, increase schools' responsiveness to communities, and support children's academic achievement . Others pursue broader objectives, such as furthering literacy skills development and positive behaviors linked to reading for both adults and children. Still others focus on facilitating the reconnection of generations divided by different linguistic and cultural experiences.

Multiple Intelligences and Learning Styles

Multiple intelligences and learning style preferences both refer to the ways that individuals approach information processing and learning. Howard Gardner's theory of multiple intelligences proposes that there are at least seven different abilities that individuals can develop to solve problems or create products:

 verbal/linguistic,

 musical,

 logical/mathematical,

 spatial/visual,

 bodily/kinesthetic, interpersonal, and

 intrapersonal .

Each intelligence is distinguished by its own competencies and skills and directly influences the way an individual will interpret and utilize information. Learning styles are the broad preferences that learners tend to exhibit when faced with new content or problems that need to be solved. These styles encompass cognitive, affective, and behavioral elements, and describe learners in terms of their preferences for group or individual learning contexts, the degree to which they separate details

from complex backgrounds (field dependent vs. field independent), or their affinity for analytic, abstract perspectives as opposed to more integrated, comprehensive ones (analytic vs. global) . Awareness of different intelligences and learning styles, and individuals' preferences for them can help teachers create positive learning experiences . By varying instructional activities to accommodate learners'

preferences (lectures, visuals, hands-on activities, songs) or by offering options for responses to instruction (write a paper, create a model, give a demonstration), teachers can support learners' access to and understanding of content.

Practitioner Inquiry, Reflective Teaching, and Action Research

Practitioner inquiry, reflective teaching, and action research refer to a teacher-centered approach to professional and staff development. Like the learner-centered approach to instruction, which focuses on the needs of the learners and respects them as partners in the learning process, these approaches to professional development put practitioners at the center of the process defining, investigating, and addressing issues

in their own teaching .

These models require practitioners to become researchers and take a questioning stance towards their work. Rather than focusing on their deficits, teachers concentrate on their strengths and interests as means for enhancing their knowledge and teaching skills . The following steps are usually part of the process: reflecting upon practice as a means of identifying a problem or question; gathering information on that problem or question; examining and reflecting on the data gathered; planning some action based on the information; implementing the action planned; monitoring and evaluating the changes that may or may not result

from the action; and collaborating or sharing with colleagues . These

terms and similar variations are often used interchangeably, their differences typically illustrating the elements emphasized, in other words, reflective teaching highlights ongoing self-assessment while action research focuses on planning, implementing, and evaluating actual changes in the classroom.

Project-based Education

Project-based education is an instructional approach that seeks to contextualize language learning by involving learners in projects, rather than in isolated activities targeting specific skills. Project-based learning activities generally integrate language and cognitive skills, connect to real-life problems, generate high learner interest, and involve some cooperative or group learning skills . Unlike instruction where content is organized by themes that relate and contextualize material to be learned, project-based learning presents learners with a problem to solve or a product to produce. They must then plan and execute activities to achieve

their objectives. Projects selected may be complex and require an investment of time and resources, or they may be more modest in scale. Examples of projects include a class cookbook, an international food bazaar, a folktale-based story hour at a local library, a neighborhood services directory, or a class web page . In the selection of projects and activities, it is important to include learners' input, as well as to consider carefully how the project will fit with overall instructional goals and objectives .

Chapter 2. Theory of Multiple Intelligences.

2.1. Gardner’s Theory.

Arguing that "reason, intelligence, logic, knowledge are not synonymous .," Howard Gardner (1983) proposed a new view of intelligence that is rapidly being incorporated in school curricula. In his Theory of Multiple Intelligences, Gardner expanded the concept of intelligence to also include such areas as music, spacial relations, and

interpersonal knowledge in addition to mathematical and linguistic ability.

This research discusses the origins of Gardner's Theory of Multiple Intelligences, his definition of intelligence, the incorporation of the Theory of Multiple Intelligences into the classroom, and its role in alternative assessment practices.

Definition

According to Howard Gardner, as presented in his book Frames of Mind: The Theory of Multiple Intelligences, human intelligence has the following characteristics:

-A set of skills that enable a person to resolve genuine problems encountered in life.

-The Ability to create an effective product or offer a service that is valued in a culture.

-The Potential for recognizing or creating problems, thereby establishing the necessity for the new knowledge.

Howard Gardner said in his book: “it becomes necessary to say, once and for all, that there can never be, a single irrefutable and universally accepted list of human intelligences.

Though an exhaustive list of every intelligence may not be possible, identifying intelligences is important for at least two reasons:

-Classification of Human Intellectual Competencies which will allow a better understanding of humanity.

-Identification of Intellectual Strengths which will enable researchers to communicate more accurately about the concept of Intellect.

Seven Intelligences

Gardner defines intelligence as "the capacity to solve problems or to fashion product that are valued in one or more cultural setting". Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes only two intelligences, verbal and computational. The seven intelligences Gardner defines are:

2.1.1 Linguistic Intelligence

Linguistic intelligence (or verbal-linguistic) is the ability to use with clarity the core operations of language. It involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means to remember information.

People with linguistic intelligence have a sensitivity to the meaning of words--the capacity to follow rules of grammar, and, on carefully selected occasions, to violate them. At a somewhat more sensory level--a sensitivity to the sounds, rhyths, inflections, and meters of words--that ability which can make even poetry in a foreign tongue beautiful to hear. And a sensitivity to the different functions of language--its potential to excite, convince, stimulate, convey information, or simply to please. People such as poets, authors, reporters, speakers, attorneys, talk-show hosts, politicians, lecturers, and teachers may exhibit developed linguistic intelligence.

2.1.2 Logical-Mathematical Intelligence

Logical-Mathematical intelligence is logical and mathematical ability as well as scientific ability. It consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Abstraction is fundamental, reasoning is complex, and problem-solution is natural.

Order and sequence are significant. There is a drive to know causality as well as the explication of existence. People such as mathematicians, engineers, physicists, esearchers, astronomers, and scientists may exhibit developed logical-mathematical intelligence.

2.1.3 Intra-Personal Intelligence

Intra-Personal intelligence is the ability to form an accurate model of oneself, and to use that model to operate effectively in life. At a basic level, it is the capacity to distinguish feelings of pleasure from emotional pain and , on the basis of such discrimination, to become more involved in or to withdraw from a situation. At the most advanced level, interpersonal intelligence is the capacity to detect and to

symbolize complex and high differentiated sets of feelings. People such as some novelists, therapists, sages, psychologists, and philosophers may exhibit developed intra-personal intelligence.

2.1.4 Inter-Personal Intelligence

Inter-personal intelligence is the ability to notice and make distinctions among other individuals and, in particular, among their moods, temperaments, motivations, and intentions. Examined in its most elementary form, the inter-personal intelligence entails the capacity of the young child to detect and discriminate the various moods of

those around them. In an advanced form, it permits a skilled adult to read the intentions and desires--even when those desires have been hidden--of many other individuals and, potentially, act upon this knowledge. People such as politicians, religious leaders, and those in the helping professions may exhibit developed inter-personal intelligence.

The last two intelligences are separate from each other. Nevertheless, because of their close association in most cultures, they are often linked together.

2.1.5 Musical Intelligence

Musical intelligence (or Musical-rhythic) is the ability to use the core set of musical elements--pitch, rhyth, and timbre (understanding the characteristic qualities of a tone). Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhyth. There may be a hierarchy of difficulty involved in various roles--composition, performance, listening.

People such as singers, composers, instrumentalists, conductors, and those who enjoy, understand, use, create, perform, and appreciate music and/or elements of music may exhibit developed musical intelligence.

2.1.6 Spatial Intelligence

Spatial intelligence (or visual-spatial) is the capacity to perceive the world accurately, and to be able to recreate one's visual experience. It gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains--Gardner notes that spatial intelligence is also formed in blind children. It entails a number of loosely related capacities: the ability to recognize instances of the same element; the ability to recognize transformations of

one element in another; the capacity to conjure up mental imagery and then to transform that imagery; the ability to produce a graphic likeness of spatial information; and the like. A person with a good sense of direction or the ability to move and operate well in the world would indicate spatial intelligence. People such as sailors, engineers, surgeons, sculptors, painters, cartographers, and architects may exhibit developed spatial intelligence.

2.1.7 Bodily-Kinesthetic Intelligence

Bodily-Kinesthetic intelligence is the ability to use one's mental abilities to coordinate one's own bodily movements and the ability to handle objects skillfully. This intelligence challenges the popular belief that mental and physical activity are unrelated. People such as actors, dancers, swimmers, acrobats, athletes, jugglers,

instrumentalists and artisans may exhibit developed bodily-kinesthetic intelligence.

2.1.8 Naturalistic Intelligence

The following definition is an abbreviation and adaptation by J. Keith Rogers and based upon his study of Howard Gardner's theory:

Naturalistic intelligence is the ability to understand, relate to, categorize, classify, comprehend, and explain the things encountered in the world of nature.

People such as farmers, ranchers, hunters, gardeners, and animal handlers may exhibit developed naturalistic intelligence.

Although the intelligences are anatomically separated from each other, Gardner claims that the seven intelligences very rarely operate independently. Rather, the

intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems. For example, a dancer can excel in his art only if he has

1) strong musical intelligence to understand the rhyth and

variations of the music,

2) interpersonal intelligence to understand how he can inspire or emotionally move his audience through his movements, as well as

3) bodily-kinesthetic intelligence to provide him with the agility and coordination to complete the movements successfully.

Basis for Intelligence

Gardner argues that there is both a biological and cultural basis for the multiple intelligences. Neurobiological research indicates that learning is an outcome of the modifications in the synaptic connections between cells. Primary elements of different types of learning are found in particular areas of the brain where corresponding transformations have occurred. Thus, various types of learning results in synaptic connections in different areas of the brain. For example, injury to the Broca's area of the brain will result in the loss of one's ability to verbally

communicate using proper syntax. Nevertheless,this injury will not remove the patient's understanding of correct grammar and word usage.

In addition to biology, Gardner (1983) argues that culture also plays a large role in the development of the intelligences. All societies value different types of intelligences.

The cultural value placed upon the ability to perform certain tasks provides the motivation to become skilled in those areas. Thus, while particular intelligences might be highly evolved in many people of one culture, those same intelligences might not be as developed in the individuals of another.

2.2. Psychological analysis of Gardner’s Theory

Despite swings of the pendulum between theoretical and applied concerns, the concept of intelligence has remained central to the field of psychology. In the wake of the Darwinian revolution, when scientific psychology was just beginning, many scholars became interested in the development of intelligence across species. The late 19th and early 20th centuries were punctuated by volumes that delineated levels of

intelligence across species and within the human species . Francis Galton (cousin of Charles Darwin) was perhaps the first psychologically oriented scientist to try to measure the intellect directly. Though

Galton (1870) had a theoretical interest in the concept of intelligence, his work was by no means unrelated to practical issues. A committed eugenicist, he sought to measure intelligence and hoped, through proper "breeding," to increase the overall intelligence of the population. During the following half century, many of the most gifted and influential

psychologists concerned themselves with the nature of human intelligence. Although a few investigators were interested principally in theoretical issues, most seasoned their concerns with a practical orientation. Thus, Binet and Terman developed the first general-purpose intelligence tests in their respective countries; Yerkes and Wechsler created their own influential instruments. Even scientists with a strong

theoretical bent, like Spearman and Thurstone , contributed either

directly or indirectly to the devising of certain measurement techniques and the favoring of particular lines of interpretation. By midcentury, theories of intelligence had become a staple of psychology textbooks, even as intelligence tests were taken for granted in many industrialized countries.

Still, it is fair to say that, within scientific psychology, interest in issues of intelligence waned to some extent. Although psychometricians continued to perfect the instruments that purported to measure human intellect and some new tests were introduced , for the most part, the burgeoning interest in cognitive matters bypassed the area of intelligence. This divorce between mainstream research psychology and the "applied area" of intelligence might have continued indefinitely, but by the late 70s, there were signs of a reawakening of interest in theoretical and research aspects of intelligence. With his focus on the information-processing aspects of items in psychological tests, Robert

Sternberg was perhaps the most important catalyst for this shift,

but researchers from a number of different areas of psychology have joined in this rediscovery of the centrality of intelligence . The Theory of Multiple Intelligences A decade ago, Gardner found that his own research interests were leading him to a heightened concern with issues of human intelligence. This concern grew out of two disparate factors, one primarily theoretical, the other largely practical. As a result of his own studies of the development and breakdown of cognitive and symbol-using capacities, Gardner became convinced that the Piagetian view of intellect was flawed. Whereas Piaget had

conceptualized all aspects of symbol use as part of a single "semiotic function,"

empirical evidence was accruing that the human mind may be quite modular in design. That is, separate psychological processes appear to be involved in dealing with linguistic, numerical, pictorial, gestural, and other kinds of symbolic systems .

Individuals may be precocious with one form of symbol use, without any necessary carryover to other forms. By the same token, one form of symbol use may become seriously compromised under conditions of brain damage, without correlative depreciation of other symbolic capacities . Indeed, different forms of symbol use appear to be subserved by different portions of the cerebral cortex. On a more practical level, Gardner was disturbed by the nearly exclusive stress in school on two forms of symbol use: linguistic symbolization and logical-mathematical symbolization. Although these two forms are obviously important in a scholastic setting, other varieties of symbol use also figure prominently in human cognitive activity within and especially outside of school. Moreover, the emphasis on linguistic and logical capacities was overwhelming in the construction of items on intelligence,

aptitude, and achievement tests. If different kinds of items were used, or different kinds of assessment instruments devised, a quite different view of the human intellect might issue forth. These and other factors led Gardner to a conceptualization of human intellect that was more capacious. This took into account a wide variety of human cognitive capacities, entailed many kinds of symbol systems, and incorporated as well the skills valued in a variety of cultural and historical settings. Realizing that he was stretching the word

intelligence beyond its customary application in educational psychology, Gardner proposed the existence of a number of relatively autonomous human intelligences. He defined intelligence as the capacity to solve problems or to fashion products that are valued in one or more cultural settings, and detailed a set of criteria for what counts as a human intelligence. Gardner's definition and his criteria deviated significantly from established practices in the field of intelligence . Most definitions of intelligence focus on the capacities that are important for success in school.

Problem solving is recognized as a crucial component, but the ability to

fashion a productto write a symphony, execute a painting, stage a play, build up and manage an organization, carry out an experimentis not included, presumably because the aforementioned capacities cannot be probed adequately in short-answer tests.

Moreover, on the canonical account, intelligence is presumed to be a universal, probably innate, capacity, and so the diverse kinds of roles valued in different cultures are not considered germane to a study of "raw intellect."

For the most part, definitions and tests of intelligence are empirically determined.

Investigators search for items that predict who will succeed in school, even as they drop items that fail to predict scholastic success. New tests are determined in part by the degree of correlation with older, already accepted instruments. In sharp contrast, existing psychometric instruments play no role in Gardner's formulation. Rather, a

candidate ability emerges as an intelligence to the extent that it has recurred as an identifiable entity in a number of different lines of study of human cognition. To arrive at his list of intelligences, Gardner and his colleagues examined the literature in several areas: the development of cognitive capacities in normal individuals; the breakdown of cognitive capacities under various kinds of organic pathology; the existence of abilities in "special populations," such as prodigies, autistic individuals, idiots savants, and learning-disabled children; forms of intellect that exist in different species; forms of intellect valued in different cultures; the

evolution of cognition across the millennia; and two forms of psychological evidencethe results of factor-analytic studies of human cognitive capacities and the outcome of studies of transfer and generalization. Candidate capacities that turned up repeatedly in these disparate literatures made up a provisional list of human

intelligences, whereas abilities that appeared only once or twice or were reconfigured differently in diverse sources were abandoned from consideration.

The methods and the results of this massive survey are reported in detail in Frames of Mind and summarized in several other publications. Gardner's provisional list includes seven intelligences, each with its own component processes and subtypes (see supplement 3). It is

claimed that, as a species, human beings have evolved over the millennia to carry out at least these seven forms of thinking. In a biological metaphor, these may be thought of as different

mental "organs" ; in a computational metaphor, these

may be construed as separate information-processing devices . Although

all humans exhibit the range of intelligences, individuals differ--presumably for both hereditary and environmental reasons--in their current profile of intelligences.

Moreover, there is no necessary correlation between any two intelligences, and they may indeed entail quite distinct forms of perception, memory, and other psychological processes. Although few occupations rely entirely on a single intelligence, different roles typify the "end states" of each intelligence. For example, the "linguistic" sensitivity to the sounds and construction of language is exemplified by the poet, whereas the interpersonal ability to discern and respond to the moods and motivations of other people is represented in the therapist. Other occupations more clearly illustrate the

need for a blend of intelligences. For instance, surgeons require both the acuity of spatial intelligence to guide the scalpel and the dexterity of the bodily/kinesthetic intelligence to handle it. Similarly, scientists often have to depend on their linguistic intelligence to describe and explain the discoveries made using their logical-mathematic intelligence, and they must employ interpersonal intelligence in interacting with colleagues and in maintaining a productive and smoothly functioning laboratory. The Education and Assessment of Intelligences Until this point, we have been reviewing the history of intelligence research,

admittedly from the perspective of the Theory of Multiple Intelligences (hereafter MI

Theory). Since the publication of Frames of Mind , they and their

colleagues have been involved in investigating its implications. On the one hand, we seek to determine the scientific adequacy of the theory . On the other hand, in their view, a principal value of the multiple intelligence perspectivebe it a theory or a "mere" frameworklies in its potential

contributions to educational reform. In both cases, progress seems to revolve around assessment.

To demonstrate that the intelligences are relatively independent of

one another and that individuals have distinct profiles of intelligences, assessments of each intelligence have to be developed. To take advantage of students' multiple intelligences, there must be some way to identify their strengths and weaknesses reliably. Yet MI Theory grows out of a conviction that standardized tests, with their almost xclusive stress on linguistic and logical skills, are limited. As a result, the further development of MI Theory requires a fresh approach to assessment, an approach consistent with the view that there are a number of intelligences that are developedand can best be detectedin culturally meaningful activities . In the remainder of the paper, the scholars describe their approach to assessment and broadly survey

their efforts to assess individual intelligences at different age levels. In addition, they report some preliminary findings from one of their projects and their implications for the confirmation (or disconfirmation) of MI Theory. If, as argued, each intelligence displays a characteristic set of psychological processes, it is important that these processes be assessed in an "intelligence-fair" manner. In contrast to traditional paper-and-pencil tests, with their inherent bias toward linguistic and logical skills, intelligence-fair measures seek to respect the different modes of

thinking and performance that distinguish each intelligence. Although spatial problems can be approached to some degree through linguistic media (like verbal directions or word problems), intelligence-fair methods place a premium on the abilities to perceive and manipulate visual-spatial information in a direct manner. For example, the spatial intelligence of children can be assessed through a mechanical

activity in which they are asked to take apart and reassemble a meat grinder. The activity requires them to "puzzle out" the structure of the object and then to discern or remember the spatial information that will allow reassembly of the pieces. Although linguistically inclined children may produce a running report about the actions they

are taking, little verbal skill is necessary (or helpful) for successful performance on such a task. Whereas most standard approaches treat intelligence in isolation from the activities of a particular culture, MI theory takes a sharply contrasting tack. Intelligences are always conceptualized and assessed in terms of their cultural manifestation in specific domains of endeavor and with reference to particular adult "end states." Thus, even at

the preschool level, language capacity is not assessed in terms of vocabulary, definitions, or similarities, but rather as manifest in story telling (the novelist) and reporting (the journalist). Instead of attempting to assess spatial skills in isolation, we observe children as they are drawing (the artist) or taking apart and putting together

objects (the mechanic). Ideally, one might wish.to assess an intelligence in a culture-independent way, but this goal has proved to be elusive and perhaps impossible to achieve. Cross-cultural research and studies of cognition in the course of ordinary activities have demonstrated that performances are inevitably

dependent on a person's familiarity and experience with the materials and demands of the assessments. In our own work, it rapidly became clear that meaningful assessment of an intelligence was not possible if students

had little or no experience with a particular subject matter or type of material. For example, our examination of bodily-kinesthetic abilities in a movement assessment for preschoolers was confounded by the fact that some four-year-olds had already been to ballet classes, whereas others had never been asked to move their bodies

expressively or in rhyth. This recognition reinforced the notion that bodily-kinesthetic intelligence cannot be assessed outside of a specific medium or without reference to a history of prior experiences. Together, these demands for assessments that are intelligence fair, are based on culturally valued activities, and take place within a familiar context naturally lead to an approach that blurs the distinctions between curriculum and assessment. Drawing information from the regular curriculum ensures that the activities are familiar;

introducing activities in a wide range of areas makes it possible to challenge and examine each intelligence in an appropriate manner. Tying the activities to inviting pursuits enables students to discover and develop abilities that in turn increase their chances of experiencing a sense of engagement and of achieving some success in their society.

Putting Theory into Practice In the past five years, this approach to assessment has been explored in projects at several different levels of schooling. At the junior and senior high school level, Arts PROPEL, a collaborative project with the Educational Testing Service and the Pittsburgh Public School System, seeks to assess growth and learning in areas like music, imaginative writing, and visual arts, which are neglected by most standard

measures .Arts PROPEL has developed a series of modules, or "domain

projects," that serve the goals of both curriculum and assessment. These projects feature sets of exercises and curriculum activities organized around a concept central to a specific artistic domainsuch as notation in music, character and dialogue in play writing, and graphic composition in the visual arts. The drafts, sketches, and final products generated by these and other curriculum activities are collected in portfolios

(sometimes termed "process-folios"), which serve as a basis for assessment of growth by both the teacher and the student. Although the emphasis thus far has fallen on local classroom assessments, efforts are also under way to develop criteria whereby student accomplishment can be evaluated by external examiners. At the elementary level, Patricia Bolanos and her colleagues have used MI theory to design an entire public school in downtown Indianapolis . Through a variety of special classes (e.g., computing, bodily/kinesthetic activities) and enrichment activities (a "flow" center and apprentice-like "pods"), all children in the Key School are given the opportunity to discover their areas of strength and to develop the full range of intelligences. In addition, over the course of a year, each

child executes a number of projects based on schoolwide themes, such as "Man and His Environment" or "Changes in Time and Space." These projects are presented and videotaped for subsequent study and analysis. A team of researchers from Harvard Project Zero is now engaged in developing a set of criteria whereby these videotaped projects can be assessed. Among the dimensions under consideration are project

conceptualization, effectiveness of presentation, technical quality of project, and originality, as well as evidence for cooperative efforts and distinctive individual features. A third effort, Project Spectrum, co-directed by David Feldman of Tufts University, has developed a number of curriculum activities and assessment options suited to the "child-centered" structure of many preschools and kindergartens .

At present, there are fifteen different activities, each of which taps a

particular intelligence or set of intelligences. Throughout the year, a Spectrum classroom is equipped with "intelligence-fair" materials. Miniature replicas and props invite children to deploy linguistic intelligence within the context of story telling; household objects that children can take apart and reassemble challenge children's

spatial intelligence in a mechanical task; a "discovery" area including natural objects like rocks, bones, and shells enables children to use their logical abilities to conduct small "experiments," comparisons, and classifications; and group activities such as a biweekly creative movement session can be employed to give children the

opportunity to exercise their bodily-kinesthetic intelligence on a regular basis. Provision of this variety of "high-affordance" materials allows children to gain experiences that engage their several intelligences, even as teachers have the chance unobtrusively to observe and assess children's strengths, interests, and proclivities.

More formal assessment of intelligences is also possible. Researchers can administer specific games to children and apply detailed scoring systems that have been developed for research purposes. For instance, in the bus game, children's ability to organize numerical information is scored by noting the extent to which they can keep track of the number of adults and children getting on and off a bus. Adults and children and on and off constitute two different dimensions. Thus, a child can receive

one of the following scores:

One dimensions recorded;

1.disorganized recording of one dimension (either adults and children or on and off);

2.labeled, accurate recording of one dimension;

3.disorganized recording of two dimensions;

4.disorganized recording of one dimension and labeled, accurate recording of one dimension; or 5labeled, accurate recording of two dimensions . They have also created a related instrument, the Modified Spectrum Field Inventory, that samples several intelligences in the course of two one-hour sessions. Although this inventory does not draw directly from the curriculum, it is based on the kinds of materials and activities that are common in many preschools. In addition, related

materials from the Spectrum curriculum can be implemented in the classroom to ensure that the children will be familiar with the kinds of tasks and materials used in the inventory. Preliminary Results from Project Spectrum Although none of these programs is in final form, and thus any evaluation must be considered preliminary and tentative, the results so far at the pilot sites seem promising. The value of rich and evocative materials has been amply documented. In the classrooms in Pittsburgh, Indianapolis, and Boston, teachers report heightened motivation on the part of the students, even as students themselves appreciate the opportunity to reflect on their own growth and development. Moreover, our programs with both older and younger children confirm that a consideration of a broader range

of talents brings to the fore individuals who previously had been considered unexceptional or even at risk for school failure. As for the assessment instruments under development, only those of Project Spectrum have been field tested in classrooms. In 1987-89, they used these instruments in two different settings to investigate the hypothesis that the intelligences are largely independent of one another. To examine this hypothesis, we sought to determine (a)

whether young children exhibit distinct profiles of intellectual strengths and weaknesses, and (b) whether or not performances on activities designed to tap different intelligences are significantly correlated. In the 1987-88 academic year, twenty children from a primarily white, upper-middle-income population took part in a year-long Spectrum program. In the 1988-89 academic year, the Modified Spectrum

Field Inventory was piloted with fifteen children in a combined kindergarten and first-grade classroom. This classroom was in a public school in a low- to middle-income school district. In the preschool study, children were assessed on ten different activities (story telling, drawing, singing, music perception, creative movement, social analysis, hypothesis testing, assembly, calculation and counting, and number and notational logic) as well as the Stanford-Binet Intelligence Scale, Fourth Edition. To compare children's

performances across each of the activities, standard deviations were calculated for each activity. Children who scored one or more standard deviations above the mean were judged to have a strength on that activity; those who scored one or more standard deviations below the mean were considered to have a weakness on that activity. This analysis revealed that these children did not perform at the same level across activities and suggested that they do have distinct intellectual profiles. Of the

twenty children, fifteen demonstrated a strength on at least one activity, and twelve

children showed a weakness on one or more activities. In contrast, only one child was identified as having no strengths or weaknesses, and her scores ranged from -.98 to +.87 standard deviations from the mean. These results were reinforced by the fact that, for the most part, children's

performances on the activities were independent. Using Spearman rank-order correlations, only the number activities, both requiring logical-mathematical intelligence, proved significantly correlated with one another (r = .78, p < .01). In the other areas, music and science, where there were two assessments, there were no

significant correlations. Conceivably, this result can be attributed to the fact that the number activities, both of which involved calculation, shared more features than the music activities (singing and music perception) or the science activities (hypothesis testing and mechanical skill). Of course, the small sample size also may have contributed to the absence of powerful correlations among measures. A comparison of the Spectrum and Stanford-Binet assessments revealed a limited relationship between children's performances on these different instruments.

Spearman rank-order correlations showed that only performances on the number activities were significantly correlated with IQ (dinosaur game, r = .69, p < .003; bus game, r = .51, p < .04). With its concentration on logical-mathematic and linguistic skills, one might have expected a significant correlation with the Spectrum language activity as well. Conceivably, there was no significant correlation because the

Stanford-Binet measures children's vocabulary and comprehension, whereas Spectrum measures how children use language within a story-telling task. In the second study, eight kindergartners (four boys and four girls) and seven first graders (five girls and two boys) were assessed on the seven activities of the Modified Spectrum Field Inventory (MSPFI). This inventory, based on the activities developed for the year-long Spectrum assessments of preschoolers, consists of activities in the

areas of language (storyboard), numbers and logic (bus game), mechanics (assembly), art (drawing), music (xylophone games), social analysis (classroom model), and movement (creative movement). These assessments were administered in two one-hour sessions. Each activity was videotaped and children were scored by two

independent observers. Spearman rank-order correlations between the scores of the

two observers ranged from .88 (language) to .97 (art) and demonstrated the interrater reliability of these scores. As in the first study, strengths and weaknesses were estimated using standard deviations. Unlike the findings from the earlier study, however, these results revealed that some children performed quite well and others performed quite poorly across many of the activities. It appears that the small sample size and wide age ranges may have contributed to this result. Of the five first-grade girls, none demonstrated a weakness in any area; all showed at least one strength, with one girl having strengths

in six of the seven areas. The two first-grade boys showed no strengths, and both demonstrated weaknesses in three areas. Of the kindergartners, only two showed any strengths, with all but one of the other children showing at least one weakness. Quite possibly, these results reflect differences in developmental level, and perhaps gender

differences as well, that did not obtain in the preschool sample and that may have overpowered certain individual differences. It is also conceivable that a more extended exposure to, and greater familiarity with, the Spectrum materials and activities, as in the year-long Spectrum program, may have made the individual differences among younger children more visible. Nonetheless, an examination of children's ranks on each of the activities revealed a more complex picture. Although the first-grade girls dominated the rankings, all but two children in the sample were ranked among the top five on at least one occasion.

All but one child also scored in the bottom five on at least one activity. Considered in this way, children did exhibit relative strengths and weaknesses across the seven activities. To determine whether or not performance on one activity was independent of performance on the other activities, we standardized each of the scores with a mean = O and standard deviation = 1 and performed Spearman rank-order correlations. Because of the superior performance of the first-grade girls, the performances of kindergartners and first graders were computed separately.

Consideration of the kindergartners alone revealed only one correlation, between art and social analysis, that approached significance (r = .66, p < .071). For the sample of first graders, including the "high"-scoring girls, there were a number of significant correlations: language and assembly (r = .77, p < .04), language and numbers (r = .81,

p < .027), movement and social analysis (r = .77, p < .04), and assembly and numbers (r = .79, p < .034). With the exception of the performance of the first graders in the second study, these results are reasonably consistent with the claims of Ml Theory. For younger children, performances on the Spectrum activities were largely independent, relative strengths and weaknesses were uncovered, and there was a significant correlation between

preschoolers' performances on the Spectrum activities and the Stanford-Binet in one of the two areas where it would be expected. Further investigations need to be conducted to establish norms, to identify strengths and weaknesses consistently, and to examine fully the effects of age and gendr on the Spectrum activities.

Chapter 3. Learning environment in teaching English conversation

3.1. MULTIPLE INTELLIGENCES IN TEACHING ENGLISH LEARNERS TO THE SENIOR FORMS OF SECONDARY SCHOOL

Accepting Gardner's Theory of Multiple Intelligences has several implications for teachers in terms of classroom instruction. The theory states that all seven intelligences are needed to productively function in society. Teachers, therefore, should think of all intelligences as equally important. This is in great contrast to traditional education systems which typically place a strong emphasis on the development and use of verbal and mathematical intelligences. Thus, the Theory of Multiple Intelligences implies that educators should recognize and teach to a broader range of talents and skills.

Another implication is that teachers should structure the presentation of material in a style which engages most or all of the intelligences. For example, when teaching about the revolutionary war, a teacher can show students battle maps, play revolutionary war songs, organize a role play of the signing of the Declaration of Independence, and have the students read a novel about life during that period. This kind of presentation not only excites students about learning, but it also allows a

teacher to reinforce the same material in a variety of ways. By activating a wide assortment of intelligences, teaching in this manner can facilitate a deeper understanding of the subject material.

Everyone is born possessing the seven intelligences. Nevertheless, all students will come into the classroom with different sets of developed intelligences. This means that each child will have his own unique set of intellectual strengths and weaknesses.

These sets determine how easy (or difficult) it is for a student to learn information when it is presented in a particular manner. This is commonly referred to as a learning style. Many learning styles can be found within one classroom. Therefore, it is impossible, as well as impractical, for a teacher to accommodate every lesson to all of

the learning styles found within the classroom. Nevertheless the teacher can show students how to use their more developed intelligences to assist in the understanding of a subject which normally employs their weaker intelligences . For example, the teacher can suggest that an especially musically intelligent child learn about the revolutionary war by making up a song about what happened.

As the education system has stressed the importance of developing mathematical and linguistic intelligences, it often bases student success only on the measured skills in those two intelligences. Supporters of Gardner's Theory of Multiple Intelligences believe that this emphasis is unfair. Children whose musical intelligences are highly

developed, for example, may be overlooked for gifted programs or may be placed in a special education class because they do not have the required math or language scores. Teachers must seek to assess their students' learning in ways which will give an accurate overview of the their strengths and weaknesses.

As children do not learn in the same way, they cannot be assessed in a uniform fashion. Therefore, it is important that a teacher create an "intelligence profiles" for each student. Knowing how each student learns will allow the teacher to properly assess the child's progress . This individualized evaluation practice will allow a teacher to make more informed decisions on what to teach and how to present information.

Traditional tests (e.g., multiple choice, short answer, essay .) require students to show their knowledge in a predetermined manner. Supporters of Gardner's theory claim that a better approach to assessment is to allow students to explain the material in their own ways using the different intelligences. Preferred assessment methods include student portfolios, independent projects, student journals, and assigning creative tasks.

3.1.1 Development of students’ Speaking and Pronunciation Skills

Communicative and whole language instructional approaches promote integration of speaking, listening, reading, and writing in ways that reflect natural language use. But opportunities for speaking and listening require structure and planning if they are to support language development. This digest describes what speaking involves and

what good speakers do in the process of expressing themselves. It also presents an outline for creating an effective speaking lesson and for assessing learners' speaking skills.Oral communication skills in adult ESL instruction

Outside the classroom, listening is used twice as often as speaking, which in turn is used twice as much as reading and writing . Inside the classroom, speaking and listening are the most often used skills . They are

recognized as critical for functioning in an English language context, both by teachers and by learners. These skills are also logical instructional starting points when learners have low literacy levels (in English or their native language) or limited formal education, or when they come from language backgrounds with a non-Roman script or a predominantly oral tradition. Further, with the drive to incorporate workforce readiness skills into adult EFL instruction, practice time is being devoted to such speaking skills as reporting, negotiating, clarifying, and problem solving .

What speaking is

Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information . Its

form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving.

However, speech is not always unpredictable. Language functions (or patterns) that tend to recur in certain discourse situations (e.g., declining an invitation or requesting

time off from work), can be identified and charted . For

example, when a salesperson asks "May I help you?" the expected discourse sequence includes a statement of need, response to the need, offer of appreciation, acknowledgement of the appreciation, and a leave-taking exchange. Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they

understand when, why, and in what ways to produce language (sociolinguistic

competence). Finally, speech has its own skills, structures, and conventions different from written language . A good speaker synthesizes this array of skills and knowledge to succeed in a given speech act.

What a good speaker does

A speaker's skills and speech habits have an impact on the success of any exchange .

Speakers must be able to anticipate and then produce the expected

patterns of specific discourse situations. They must also manage discrete elements such as turn-taking, rephrasing, providing feedback, or redirecting .

For example, a learner involved in the exchange with the salesperson described previously must know the usual pattern that such an interaction follows and access that knowledge as the exchange progresses. The learner must also choose the correct vocabulary to describe the item sought, rephrase or emphasize words to clarify the

description if the clerk does not understand, and use appropriate facial expressions to indicate satisfaction or dissatisfaction with the service. Other skills and knowledge that instruction might address include the following:

producing the sounds, stress patterns, rhythic structures, and intonations of the language;

using grammar structures accurately;

assessing characteristics of the target audience, including shared knowledge or shared points of reference, status and power relations of participants, interest levels, or differences in perspectives;

selecting vocabulary that is understandable and appropriate for the audience, the topic being discussed, and the setting in which the speech act occurs;

applying strategies to enhance comprehensibility, such as emphasizing key words, rephrasing, or checking for listener comprehension;

using gestures or body language; and paying attention to the success of the interaction and adjusting components of speech such as vocabulary, rate of speech, and complexity of grammar structures to maximize listener comprehension and involvement .

Teachers should monitor learners' speech production to determine what skills and knowledge they already have and what areas need development. Bailey and Savage's New Ways in Teaching Speaking , and Lewis's New Ways in Teaching Adults offer suggestions for activities that can address different skills.

General outline of a speaking lesson

Speaking lessons can follow the usual pattern of preparation, presentation, practice, evaluation, and extension. The teacher can use the preparation step to establish a context for the speaking task (where, when, why, and with whom it will occur) and to initiate awareness of the speaking skill to be targeted (asking for clarification, stressing key words, using reduced forms of words). In presentation, the teacher can provide learners with a preproduction model that furthers learner comprehension and helps them become more attentive observers of language use. Practice involves learners in reproducing the targeted structure, usually in a controlled or highly supported manner. Evaluation involves directing attention to the skill being examined and asking learners to monitor and assess their own progress. Finally, extension consists of activities that ask learners to use the strategy or skill in a different context or authentic communicative situation, or to integrate use of the new skill or strategy with previously acquired ones (see supplement 4).

In-class speaking tasks

Although dialogues and conversations are the most obvious and most often used speaking activities in language classrooms, a teacher can select activities from a variety of tasks. Brown lists six possible task categories:

Imitative-

Drills in which the learner simply repeats a phrase or structure (e.g., "Excuse me." or "Can you help me?") for clarity and accuracy;

Intensive-

Drills or repetitions focusing on specific phonological or grammatical points, such as minimal pairs or repetition of a series of imperative sentences;

Responsive-

Short replies to teacher or learner questions or comments, such as a series of answers to yes/no questions;

Transactional-

Dialogues conducted for the purpose of information exchange, such as information-gathering interviews, role plays, or debates;

Interpersonal-

Dialogues to establish or maintain social relationships, such as personal interviews or casual conversation role plays; and

Extensive-

Extended monologues such as short speeches, oral reports, or oral summaries.

These tasks are not sequential. Each can be used independently or they can be integrated with one another, depending on learners' needs. For example, if learners are not using appropriate sentence intonations when participating in a transactional activity that focuses on the skill of politely interrupting to make a point, the teacher might decide to follow up with a brief imitative lesson targeting this feature.

When presenting tasks, teachers should tell learners about the language function to be produced in the task and the real context(s) in which it usually occurs. They should provide opportunities for interactive practice and build upon previous instruction as necessary (Burns & Joyce, 1997). Teachers should also be careful not to overload a speaking lesson with other new material such as numerous vocabulary or grammatical structures. This can distract learners from the primary speaking goals of the lesson.

Assessing speaking Speaking assessments can take many forms, from oral sections of standardized tests such as the Basic English Skills Test (BEST) or the English as a Second Language Oral Assessment (ESLOA) to authentic assessments such as progress checklists, analysis of taped speech samples, or anecdotal records of speech in classroom interactions. Assessment instruments should reflect instruction and be incorporated from the beginning stages of lesson planning . For example, if a lesson focuses on producing and recognizing signals for turn-taking in a group discussion, the assessment tool might be a checklist to be completed by the teacher or learners in the course of the learners' participation in the discussion. Finally, criteria should be clearly defined and understandable to both the teacher and the learners.

Improving secondary school graduates EFL Learners' Pronunciation Skills

Observations that limited pronunciation skills can undermine learners' self-confidence, restrict social interactions, and negatively influence estimations of a speaker's credibility and abilities are not new . However, the current focus on communicative approaches to English as a second language (ESL) instruction and the concern for building teamwork and communication skills in an increasingly diverse workplace are renewing interest in the role that pronunciation plays in adults' overall communicative competence. As a result, pronunciation is emerging from its often marginalized place in adult ESL instruction. This paper reviews the current status of pronunciation instruction in adult ESL classes. It provides an overview of the factors that influence pronunciation mastery and suggests ways to plan and implement pronunciation instruction.

Historical Perspective Pronunciation instruction tends to be linked to the instructional method being used . In the grammar-translation method of the past, pronunciation was almost irrelevant and therefore seldom taught. In the audio-lingual method, learners spent hours in the language lab listening to and repeating sounds and sound combinations. With the emergence of more holistic, communicative methods and approaches to EFL instruction, pronunciation is addressed within the context of real communication .

Factors Influencing Pronunciation Mastery

Research has contributed some important data on factors that can influence the learning and teaching of pronunciation skills. Age. The debate over the impact of age on language acquisition and specifically pronunciation is varied. Some researchers argue that, after puberty, lateralization (the assigning of linguistic functions to the different brain hemispheres) is completed, and adults' ability to distinguish and produce native-like sounds is more limited. Others refer to the existence of sensitive periods when various aspects of language acquisition occur, or to adults' need to re-adjust existing neural networks to accommodate new sounds. Most researchers, however, agree that adults find pronunciation more difficult than children do and that they probably will not achieve native-like pronunciation. Yet experiences with language learning and the ability to self-monitor, which come with age, can offset these limitations to some degree. Amount and type of prior pronunciation instruction. Prior experiences with pronunciation instruction may influence learners' success with current efforts. Learners at higher language proficiency levels may have developed habitual, systematic pronunciation errors that must be identified and addressed. Aptitude. Individual capacity for learning languages has been debated. Some researchers believe all learners have the same capacity to learn a second language because they have learned a first language. Others assert that the ability to recognize and internalize foreign sounds may be unequally developed in different learners. Learner attitude and motivation. Nonlinguistic factors related to an individual's personality and learning goals can influence achievement in pronunciation. Attitude toward the target language, culture, and native speakers; degree of acculturation (including exposure to and use of the target language); personal identity issues; and motivation for learning can all support or impede pronunciation skills development. Native language. Most researchers agree that the learner's first language influences the pronunciation of the target language and is a significant factor in accounting for foreign accents. So-called interference or negative transfer from the first language is likely to cause errors in aspiration, intonation, and rhyth in the target language. The pronunciation of any one learner might be affected by a combination of these factors. The key is to be aware of their existence so that they may be considered in creating realistic and effective pronunciation goals and development plans for the learners. For example, native-like pronunciation is not likely to be a realistic goal for older learners; a learner who is a native speaker of a tonal language, such as Vietnamese, will need assistance with different pronunciation features than will a native Spanish speaker; and a twenty-three year old engineer who knows he will be more respected and possibly promoted if his pronunciation improves is likely to be responsive to direct pronunciation instruction.

Language Features Involved in Pronunciation

Two groups of features are involved in pronunciation: segmentals and suprasegmentals. Segmentals are the basic inventory of distinctive sounds and the way that they combine to form a spoken language. In the case of North American English, this inventory is comprised of 40 phonemes (15 vowels and 25 consonants), which are the basic sounds that serve to distinguish words from one another. Pronunciation instruction has often concentrated on the mastery of segmentals through discrimination and production of target sounds via drills consisting of minimal pairs like /bæd/-/bæt/ or /sIt/-/sît/. Suprasegmentals transcend the level of individual sound production. They extend across segmentals and are often produced unconsciously by native speakers. Since suprasegmental elements provide crucial context and support (they determine meaning) for segmental production, they are assuming a more prominent place in pronunciation instruction .

Suprasegmentals include the following:

stress-a combination of length, loudness, and pitch applied to syllables in a word (e.g., Happy, FOOTball);

rhyth-the regular, patterned beat of stressed and unstressed syllables and pauses (e.g., with weak syllables in lower case and stressed syllables in upper case: they WANT to GO Later.);

adjustments in connected speech-modifications of sounds within and between words in streams of speech (e.g., "ask him," /æsk hIm/ becomes /æs kIm/);

prominence-speaker's act of highlighting words to emphasize meaning or intent (e.g., Give me the BLUE one. (not the yellow one); and

intonation-the rising and falling of voice pitch across phrases and sentences (e.g., Are you REAdy?).

Incorporating Pronunciation in the Curriculum

In general, programs should start by establishing long range oral communication goals and objectives that identify pronunciation needs as well as speech functions and the contexts in which they might occur . These goals and objectives should be realistic, aiming for functional intelligibility (ability to make oneself relatively easily understood), functional communicability (ability to meet the communication needs one faces), and enhanced self-confidence in use . They should result from a careful analysis and description of the learners' needs . This analysis should then be used to support selection and sequencing of the pronunciation information and skills for each sub-group or proficiency level within the larger learner group . To determine the level of emphasis to be placed on pronunciation within the curriculum, programs need to consider certain variables specific to their contexts.

the learners (ages, educational backgrounds, experiences with pronunciation instruction, motivations, general English proficiency levels)

the instructional setting (academic, workplace, English for specific purposes, literacy, conversation, family literacy)

institutional variables (teachers' instructional and educational experiences, focus of curriculum, availability of pronunciation materials, class size, availability of equipment)

linguistic variables (learners' native languages, diversity or lack of diversity of native languages within the group)

methodological variables (method or approach embraced by the program)

Incorporating Pronunciation in Instruction

Celce-Murcia, Brinton, and Goodwin propose a framework that supports a communicative-cognitive approach to teaching pronunciation. Preceded by a planning stage to identify learners' needs, pedagogical priorities, and teachers' readiness to teach pronunciation, the framework for the teaching stage of the framework offers a structure for creating effective pronunciation lessons and activities on the sound system and other features of North American English pronunciation.

description and analysis of the pronunciation feature to be targeted (raises learner awareness of the specific feature)

listening discrimination activities (learners listen for and practice recognizing the targeted feature)

controlled practice and feedback (support learner production of the feature in a controlled context)

guided practice and feedback (offer structured communication exercises in which learners can produce and monitor for the targeted feature)

communicative practice and feedback (provides opportunities for the learner to focus on content but also get feedback on where specific pronunciation instruction is needed).

A lesson on word stress, based on this framework, might look like the following:

The teacher presents a list of vocabulary items from the current lesson, employing both correct and incorrect word stress. After discussing the words and eliciting (if appropriate) learners' opinions on which are the correct versions, the concept of word stress is introduced and modeled.

Learners listen for and identify stressed syllables, using sequences of nonsense syllables of varying lengths (e.g., da-DA, da-da-DA-da).

Learners go back to the list of vocabulary items from step one and, in unison, indicate the correct stress patterns of each word by clapping, emphasizing the stressed syllables with louder claps. New words can be added to the list for continued practice if necessary.

In pairs, learners take turns reading a scripted dialogue. As one learner speaks, the other marks the stress patterns on a printed copy. Learners provide one another with feedback on their production and discrimination.

Learners make oral presentations to the class on topics related to their current lesson. Included in the assessment criteria for the activity are correct production and evidence of self-monitoring of word stress.

In addition to careful planning, teachers must be responsive to learners needs and explore a variety of methods to help learners comprehend pronunciation features. Useful exercises include the following:

Have learners touch their throats to feel vibration or no vibration in sound production, to understand voicing.

Have learners use mirrors to see placement of tongue and lips or shape of the mouth.

Have learners use kazoos to provide reinforcement of intonation patterns

Have learners stretch rubber bands to illustrate lengths of vowels.

Provide visual or auditory associations for a sound (a buzzing bee demonstrates the pronunciation of /z/).

Ask learners to hold up fingers to indicate numbers of syllables in words.

3.1.2 Use the World Wide Web in teaching English to secondary school

graduates

The Internet – a network that links computers all over the world – is now used widely by businesses, educators, government staff, and individuals for information gatthering, entertainment, commerce, and

Communication. Much has been written about the use of Internet technologies such as e-mail, listsers, bulletin boards, and newsgroups in ESL and foreign language classroom.

Skills developed through the World Wide Web.

Websites cover a wide variety of topics and interests including health, entertainment, news,, and sports. These sites provide information with which learners can interact in order to built basic language and employability skills.

A number of websites were created especially for English learners and contain exercises in grammar, vocabulary, writing, or reading.

with the help of many websites we can develop the linguistic intelligence. It gives us opportunity to write, listen and speak. We can speak with our partners in the UK or the USA using computer’s Web. For example, one of my pupils likes to write letter by e-mail. He gets more information not only about another country or city but he learns the genuine English. He is developing the Linguistic Intelligence there.

with the help of Sound Card we can develop the Musical Intelli-

gence. If a person listens to the music he (or she) feels the musical

elements - pitch, rhyth, and timbre (understanding the

characteristic qualities of a tone).

3.1.3 Use of the Video in teaching English to secondary school graduates

Video can be used in a variety of instructional settings – in classrooms. In distance-learning sites where information is broadcast from a central point to learners who interact with a facilitatir via video or computer. It can be used in teachers’profecional development or with students as ways of presenting content, starting corversations, and providing illustration for concepts. Students or senior pupils can create their own videotapes as content for the class. It provides the development of MI.

There are such advantages there:

There are a number of good reasons to use video in the senior forms . Video combines visual and audio stimuli, is accessible to those who have not yet learned to read and write well, and provides context for leanning. As for TEFL, video has the added benefit of providing real language and cultural information. Video can be contro