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.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Learner-Centered Instruction and the Theory of Multiple Intelligences With Second Language Learners
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 106 Number 1, 2004, p. 163-180
http://www.tcrecord.org ID Number: 11517, Date Accessed: 10/22/2017 2:31:46 AM

Purchase Reprint Rights for this article or review