Teaching to Multiple Intelligences in the Foreign Language Classroom
Eule, Elizabeth M.
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Students have different learning styles, regardless of how they are taught in school. In an average classroom, thirty-seven percent learn kinesthetically, thirty-four percent learn verbally, and twenty-nine percent are visual learners.1 Understandably so, educators must incorporate a variety of teaching methods to teach a classroom the same concept. Howard Gardner’s Multiple Intelligences (MI) Theory is based on this reasoning. MI Theory plays a significant role in the foreign language classroom, as learning a second language is a difficult task. It gives educators a multitude of approaches with which to reach a student, in addition to giving students a number of ways in which they might possibly best learn with the given curriculum material. More time and energy are invested in the process of integrating the idea of teaching to the Multiple Intelligences, though this could be the resolution to reaching all students. This theory has impacted me as both a learner and an educator, as I now apply it to both aspects of my life. It gives me a new perspective from which to teach, and my students an expanded lesson plan from which they may learn. This theory is still in creation and is by no means the only answer for teaching foreign languages, but as you will read, it is certainly a viable option.