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Learner-Centered Instruction and the Theory of Multiple Intelligences With Second Language Learners by Marjorie Hall Haley - 2004In 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 appropriate membership. Please review your options below:
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- 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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