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

By M. Haley. Teachers College Record, 2004

125 citations recorded by the source corpus.

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.

Subfields: Language and Linguistics, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f5f028b090831f1db603ea5b3f5f274ee664c6ee

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Bogum Yoon
2. Aysel Saricaoglu
3. A. Arıkan
4. E. Miller
5. Christina Gkonou

In Literature and Literary Theory

1. Bogum Yoon
2. Aysel Saricaoglu
3. A. Arıkan
4. E. Miller
5. Christina Gkonou

In Social Psychology

1. Bogum Yoon
2. Aysel Saricaoglu
3. A. Arıkan

Citations in the corpus

• Uninvited Guests: The Influence of Teachers’ Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom (2008, methodology): “Student-centered teaching methods have been advocated in educational fields (Haley, 2004; McCombs & Whisler, 1997), but this study suggests that this method did not promote the ELLs’ active participation under a hidden power mechanism.”
• A Study of Multiple Intelligences, Foreign Language Success and Some Selected Variables. (2009, result): “Similarly, in agreement with Emig (1997) and Haley (2004), Hamurlu (2007) found that MIT-based instruction increased students’ achievement in English classes and had positive effect on students’ attitudes towards English.”