Multiple Intelligences and ESL Teaching and Learning: An Investigation in KG II Classrooms in One Private School in Beirut, Lebanon

Autor/in	Ghamrawi, Norma
Titel	Multiple Intelligences and ESL Teaching and Learning: An Investigation in KG II Classrooms in One Private School in Beirut, Lebanon
Quelle	In: Journal of Advanced Academics, 25 (2014) 1, S.25-46 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X13513021
Schlagwörter	Foreign Countries; Multiple Intelligences; English (Second Language); Second Language Instruction; Second Language Learning; Private Schools; Vocabulary Development; Kindergarten; Young Children; Mixed Methods Research; Teaching Methods; Conventional Instruction; Retention (Psychology); Teaching Styles; Thinking Skills; Pilot Projects; Interviews; Taxonomy; Lebanon + Suchen Sie Ihr Suchwort? Ausland; Intelligenz (Psy); English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Private school; Privatschule; Wortschatzarbeit; Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Merkfähigkeit; Lehrstil; Unterrichtsstil; Denkfähigkeit; Pilot project; Modellversuch; Pilotprojekt; Interviewing; Interviewtechnik; Taxonomie; Libanon
Abstract	This study examined teachers' use of the Multiple Intelligences Theory on vocabulary acquisition by preschoolers during English as a second language (ESL) classes in a K-12 school in Lebanon. Eighty kindergartners (KG II, aged 5 years) and eight teachers constituted the sample. The study used mixed methods, including observations of videotaped sessions, teacher surveys, and student interviews. Results indicated that (a) students acquired new vocabulary faster using traditional methods of teaching; however, their retention of such vocabulary was significantly weaker when compared with the vocabulary acquired in Multiple Intelligence (MI) classes; (b) the MI profile of the teachers was correlated with their teaching styles and lesson delivery; and (c) teachers who used MI in their teaching also had lower usage of higher order thinking skills. The study recommends the utilization of MI in ESL teaching and learning, yet also stipulates some aspects to be taken into consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10