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Learner-Centered Instruction and the Theory of Multiple Intelligences With Second Language Learners


by Marjorie Hall Haley — 2004

In an effort to understand learner-centered instruction from the perspective of multiple intelligences (MI), the purpose of this second teacher action research study was to further investigate the use of MI theory in shaping and informing instructional strategies, curricula development, and alternative forms of assessment with second language learners. My premise was that given what we know about the educational needs of second language learners, all teachers must be better equipped to widen their pedagogical repertoire to accommodate linguistically, culturally, and cognitively diverse students. Results of the study indicated that students did achieve greater success rates when the MI theory was implemented.


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Cite This Article as: Teachers College Record Volume 106 Number 1, 2004, p. 163-180
http://www.tcrecord.org ID Number: 11517, Date Accessed: 10/20/2017 3:56:32 PM

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About the Author
  • Marjorie Hall Haley
    George Mason University
    E-mail Author
    MARJORIE HALL HALEY is tenured associate professor of education in the Center for Language and Culture in the Graduate School of Education at George Mason University in Fairfax, Virginia. At GMU she teaches Foreign/Second Language Methods, ESL methods, and Bilingualism/ Second Language Acquisition Research. She is actively involved in ongoing action research projects with teachers at local, national, and international levels. Her most recent book is Content-Based Second Language Teaching and Learning: An Interactive Approach (2003), coauthored with Theresa Austin and published by Allyn & Bacon.
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