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

2. Multiple Intelligences
Howard Gardner
Harvard University

3. 8 Human Intelligences Linguistic Logical/Mathematical Visual/Spatial
Bodily/Kinesthetic
Interpersonal
Intrapersonal
Musical
Naturalist

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

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

6. 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

7. NOT the same as intelligences
Learning Styles
NOT the same as intelligences

8. Learning Styles Preferences (preferred learning modes) Personal
Cultural

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

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

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

12. Strategy Inventory for Language Learning

13. 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.

14. 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.)

15. 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?

16. 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).

17. 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

18. 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

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

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

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

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