Language Learning and Multiple Intelligences, Styles, and Strategies China Teachers Workshop Lynn Henrichsen

Multiple Intelligences Howard Gardner Harvard University

8 Human Intelligences Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Interpersonal Intrapersonal Musical Naturalist

Your intelligences? Mary Ann Christison’s “Student-generated inventory for secondary level and young adult learners.” (Packet p. 2.E.1)

Implications for teaching? Christison’s book on Multiple Intelligences and Language Learning

Implications for teaching? Christison’s book on Multiple Intelligences and Language Learning Don’t just use teaching activities that reflect your favored intelligences Packet p. 2.F.1: “Instructional Techniques and Activities” Different activities to reach students with different intelligences

NOT the same as intelligences Learning Styles NOT the same as intelligences

Learning Styles Preferences (preferred learning modes) Personal Cultural

Your preferred styles? How do you prefer to learn? Joy Reid’s “Perceptual learning style preference survey” (Packet p. 2.G.1)

Strategies NOT the same as intelligences NOT the same as styles Activities, tactics used by language learners

Strategy Inventory for Language Learning Rebecca Oxford Packet pp. 2.H.1-3

Strategy Inventory for Language Learning

Six parts A. Remembering more effectively. B. Using all your mental processes. C. Compensating for missing knowledge. D. Organising and evaluating your learning. E. Managing your emotions. F. Learning with others.

Your averages? A. Remembering more effectively. B. Using all your mental processes. C. Compensating for missing knowledge. D. Organising and evaluating your learning. E. Managing your emotions. F. Learning with others. G. Overall (The overall average tells you how often you use strategies for learning English. Each part of the SILL represents a group of learning strategies. The averages for each part of the SILL show which groups of strategies you use most for learning English.)

Interpretation What do these scores say about YOU as a language LEARNER? What do these scores imply about YOU as a language TEACHER? What if there is a mismatch between your preferred styles/strategies and those of your students?

Implications for teaching? Vary your teaching style to reach learners with different styles and intelligences. Teach your students to use new strategies (stretch their learning styles).

Preferred Learning Styles of (Most) East Asian Students Based on Rao, Zhenhui. “Bridging the gap between teaching and learning styles in East Asian contexts” TESOL Journal

Table 1. Typical learning styles of East Asian students 1. Introverted 2. Closure-oriented 3. Analytic 4. Visual 5. Thinking-oriented and reflective 6. Concrete-sequential

Introverted Students tend to be stimulated most by their own ideas and feelings. Related strategies include working alone or in pairs with someone they know well, disliking lots of continuous group work.

Closure-oriented Students tend to plan language study sessions carefully, do lessons on time or early, and avoid ambiguity. Related strategies include regarding the teacher as the authority, expecting constant correction from the teacher, and conforming to rules and deadlines.

Analytic and Field-independent Students tend to place more emphasis on details than on the overall picture. Related strategies include dissecting and logically analyzing the given material, searching for contrasts, focusing on accuracy, and finding cause-effect relationships.

Visual Students tend to prefer that information be presented visually rather than in spoken form. Related strategies include reading and looking at objects in the process of learning.

Thinking-oriented and Reflective Students tend to prefer systematic, analytic investigation of hypotheses and to be accurate in their performance in all skills. Related strategies include concern for precision and not taking quick risks in conversation.

Concrete-sequential Students tend to prefer language learning materials and techniques that can be applied in a concrete, sequential, linear manner. Related strategies include following the teacher’s guidelines to the letter, rote memorization, demanding full information, and avoiding compensation strategies.

Therefore, what? How might you adjust your teaching? What new strategies might you encourage your students to employ?

Summary Intelligences Styles Strategies Recognize that they vary They vary also Adjust your teaching accordingly Strategies Teach your students to use them

Some inspiration “Unless you try to do something beyond what you have already mastered, you will never grow.” Ralph Waldo Emerson