REFLECTION ON MULTIPLE INTELLIGENCES THEORY AS A FRAMEWORK FOR ELT: MEETING ESP LEARNERS’ SPECIFIC NEEDS
Öz
Promoting Moroccan
educational system has been the subject of much debate recently. Most teachers’
concern is how to face some unprecedented classroom dilemmas such as large
classroom size and the increasing diversity among learners. Teaching theories
contend that learners come into the classroom context with different sets of
prior knowledge and experiences expecting the teaching styles to be
multilayered matching their own individual inclinations. One of the challenges for ELT is to cater for
this variety and come up with one particular teaching method that can pour in
different baskets and meets a wide range of needs. Accordingly, this paper aims
to highlight the merits of Multiple Intelligences theory (MI) in meeting
learners’ specific needs. Such an objective is achieved through the
experiential learning cycle of Kolb and Fryer (1975) which situates the present study within
the tenets of reflective practice research approach. The experience takes place
in an ESP classroom, namely, in the High Institution of Tourism at the Faculty
of Education in Rabat in Morocco with the participation of 64 learners. Two
patterns of results are displayed; firstly, the teacher’s reflection on the
teaching experience reveals that learners’ motivation and integration in
classroom activities increase in comparison to the year before, and their
proficiency in the English language improves as well. The second pattern of
result is related to students’ reflection on their own learning experience;
accordingly learners feel more autonomous and responsible and they believe that
such a method touches their everyone’s need.
Kaynakça
- Atkins, S., & Murphy, K. (1994) Reflection: a review of the literature. Journal of Advanced Nursing, 18, pp.1188-1192. Armstrong, T. (1994). Multiple Intelligences In The Classroom,Virginia. Association for Supervision and Curriculum Development. Armstrong, T. (2000). Multiple intelligences in the classroom (2nd Ed.). Alexandria VA: Association for Supervision and Curriculum Development. Armstrong, M. (2009) Armstrong's Handbook of Human Resource Management Practice. 11th Edition, Kogan Page, London. Basturkmen, H. (2006). Ideas and Options in English for Specific Purposes. Mahwah, New Jersey: Lawrence Erlbaum Associates Benesch, S. (1996). Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach. Source: TESOL Quarterly, Vol. 30, No. 4 (Winter, 1996), pp. 723-738 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) Stable URL: https://www.jstor.org/stable/3587931 Bolton, G. (2010) Reflective Practice. Writing and Professional Development. 3rd ed., London: Sage Publications. Boud, D., Keogh, R., & Walker, D. (1985) Reflection: Turning Experience into Learning. London: Kogan Page Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education. 5th Edition, Routledge Falmer, London. Christison, M. A., & Kennedy, D. (1999). Multiple Intelligences: Theory and Practice in Adult ESL. Eric Digest ED441350. Dudley-Evans, T & St John, M. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge: Cambridge University Press. Gardner, H. (1983). Frames ofmirid: The fheory of rndtiple intelligences. New York: Basic Books. Gardner, H. (1985). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gardner, H. (2011). Frames of Mind: The theory of multiple intelligences (3rd Ed.). New York: Basic Books. Hutchinson, T & Waters, A. (1987) English for Specific Purposes: A Learning Centred Approach. Cambridge: Cambridge University Press. Hyland, K & Lillian, L, C. (2013). Innovation and Change in English Language Education. Routledge: USA. Johns, A & Dudley-Evans, T. (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly. (June, 2010) Kolb. D. A., & Fry, R. (1975). Towards an applied theory of experiential learning. In C. Cooper (Ed.), Theories of Group Process. London John Wiley. Kolb, D. (1988) The Process of Experiential Learning. In: Kolb, D. (eds) Experience as the Source of Learning and Development. London: Prentice Hall Mackay, R & Mountford, A. (1978). English for Specific Purposes: A Case Study Approach. London: Longman. Moon, J. (2004) A Handbook of Reflective and Experiential Learning. London: Routledge. Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press. Rolfe, G., Jasper, M., & Freshwater, D. (2011) Critical reflection in practice, generating knowledge for care. London: Palgrave Macmillan. Sava, S. (2012). Needs Analysis and Programme Planning in Adult Education. Published by: Verlag Barbara Budrich. (2012) Stable URL: https://www.jstor.org/stable/j.ctvbkjvs2.8 Schӧn, D. (1983) The Reflective Practitioner. London: Temple Smith. Schӧn, D. (1987) Education The Reflective Practitioner. San Francisco: Jossey-Bass Wagner, R. K., & Stemberg, R. J. (1988). Tacit knowledge ardiriteilige~ice irr the wetyday world- New York: Cambridge University Press. Wallace, M, J. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press. Walters, J., & Gardner, H. ( 1 984). The development of Education of Intelligences. (ERIC Document Reproduction Service No. 254 545)
Öz
Kaynakça
- Atkins, S., & Murphy, K. (1994) Reflection: a review of the literature. Journal of Advanced Nursing, 18, pp.1188-1192. Armstrong, T. (1994). Multiple Intelligences In The Classroom,Virginia. Association for Supervision and Curriculum Development. Armstrong, T. (2000). Multiple intelligences in the classroom (2nd Ed.). Alexandria VA: Association for Supervision and Curriculum Development. Armstrong, M. (2009) Armstrong's Handbook of Human Resource Management Practice. 11th Edition, Kogan Page, London. Basturkmen, H. (2006). Ideas and Options in English for Specific Purposes. Mahwah, New Jersey: Lawrence Erlbaum Associates Benesch, S. (1996). Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach. Source: TESOL Quarterly, Vol. 30, No. 4 (Winter, 1996), pp. 723-738 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) Stable URL: https://www.jstor.org/stable/3587931 Bolton, G. (2010) Reflective Practice. Writing and Professional Development. 3rd ed., London: Sage Publications. Boud, D., Keogh, R., & Walker, D. (1985) Reflection: Turning Experience into Learning. London: Kogan Page Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education. 5th Edition, Routledge Falmer, London. Christison, M. A., & Kennedy, D. (1999). Multiple Intelligences: Theory and Practice in Adult ESL. Eric Digest ED441350. Dudley-Evans, T & St John, M. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge: Cambridge University Press. Gardner, H. (1983). Frames ofmirid: The fheory of rndtiple intelligences. New York: Basic Books. Gardner, H. (1985). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gardner, H. (2011). Frames of Mind: The theory of multiple intelligences (3rd Ed.). New York: Basic Books. Hutchinson, T & Waters, A. (1987) English for Specific Purposes: A Learning Centred Approach. Cambridge: Cambridge University Press. Hyland, K & Lillian, L, C. (2013). Innovation and Change in English Language Education. Routledge: USA. Johns, A & Dudley-Evans, T. (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly. (June, 2010) Kolb. D. A., & Fry, R. (1975). Towards an applied theory of experiential learning. In C. Cooper (Ed.), Theories of Group Process. London John Wiley. Kolb, D. (1988) The Process of Experiential Learning. In: Kolb, D. (eds) Experience as the Source of Learning and Development. London: Prentice Hall Mackay, R & Mountford, A. (1978). English for Specific Purposes: A Case Study Approach. London: Longman. Moon, J. (2004) A Handbook of Reflective and Experiential Learning. London: Routledge. Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press. Rolfe, G., Jasper, M., & Freshwater, D. (2011) Critical reflection in practice, generating knowledge for care. London: Palgrave Macmillan. Sava, S. (2012). Needs Analysis and Programme Planning in Adult Education. Published by: Verlag Barbara Budrich. (2012) Stable URL: https://www.jstor.org/stable/j.ctvbkjvs2.8 Schӧn, D. (1983) The Reflective Practitioner. London: Temple Smith. Schӧn, D. (1987) Education The Reflective Practitioner. San Francisco: Jossey-Bass Wagner, R. K., & Stemberg, R. J. (1988). Tacit knowledge ardiriteilige~ice irr the wetyday world- New York: Cambridge University Press. Wallace, M, J. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press. Walters, J., & Gardner, H. ( 1 984). The development of Education of Intelligences. (ERIC Document Reproduction Service No. 254 545)
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 15 Eylül 2019 |
| Gönderilme Tarihi | 18 Temmuz 2019 |
| Yayımlandığı Sayı | Yıl 2019Cilt: 5 Sayı: 14 |
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