Hamline University

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Capstone Projects

Summer 2022

Applying Multiple Intelligences Theory in ESL/EFL Classrooms

Shirin Soltani
Hamline University

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 APPLYING MULTIPLE INTELLIGENCES THEORY IN ESL/EFL CLASSROOMS

By

Shirin Soltani

A capstone project submitted in partial fulfillment of the requirements for the degree of
Master of Arts in Teaching.

Hamline University

Saint Paul, Minnesota

August 2022

Capstone Project Facilitator(s): Kari Ross

Content Reviewer: Shariat Taheri Mogahddam
 2

DEDICATION

To my husband, daughters, parents, and brothers whose constant support made learning
and teaching possible for me every step of the way. My achievements are the result of
their patience and motivation.

In memory of Professor Lotfollah Yarmohammadi whose inspiration as my mentor made

me who I am today as a learner and teacher of English as a second language.

To Dr. Iman Rasti whose teaching approach changed my vision to become a more
innovative educator in my journey in language teaching.

To my students who motivated me to accomplish this capstone project and continue to

support me in my experience as a learner and teacher.
 3

TABLE OF CONTENTS

CHAPTER ONE: Introduction…………………………….…………………..................8

My Experiences……………………………………….……………………….….8

My Personal Background…………………………………………….…………..10

A Typical Audio-Lingual Method Classroom…………………………………...12

My Students and their Intellectual Properties……………………………………13

Capstone Context and Rationale…………………………………………………15

Professional Experiences..……………………………………………………….16

Conclusion……………………………………………………………………….19

CHAPTER TWO: Literature Review……………………………………………………20

Introduction…………………………………………….………………………...20

English Learners (ELs)…………………………………………………………..22

Cultural Considerations for ELs...……………………………………………….23

ELs Educational Achievements and Language Proficiency…………..…………24

Knowing Your ELs…………………...……...…………………………………..27

What is ESL?……………………….…... ………………………………………28

EL Instructional Program Models………………………………………………..29

Pull-Out Model…………………………………………………………..30

In Class as a Second Language Instruction………………………………31

Sheltered English Instruction (SEI)……………………………………...31

Newcomer Programs……………………………………………………..32
 4

Submersion………………………………………………………………33

Traditional Foundations of Language Teaching……..…………………………..33

WIDA English Language Development (ELD)…..……………………………...34

Listening Development for ELs..……...………...……………….………34

Speaking Development for ELs...………………………………………..36

Reading Development for ELs….………………………………………..37

Writing Development for ELs………………………...………….………39

Multiple IntelligencesTheory……….……………………………………………41

Key Ideas in Multiple Intelligences Theory……..….……………………………42

Multiple Intelligences in Education..……………..…………………………...…43

Multiple Intelligences and Individual Development…………………………......44

Teachers and Multiple Intelligences……………………………………………..46

Learning about Your Students’ Multiple Intelligences………………...………...48

Multiple Intelligences and Language Learning ….. ….…....................................50

Incorporating Multiple Intelligences in Language Classrooms….………………52

Teaching for Linguistic Intelligence……………………………………..54

Teaching for numerical/logical Intelligence……………………………..54

Teaching for Visual Intelligence…………………....................................55

Teaching for kinesthetic Intelligence…………….………………………55

Teaching for Musical Intelligence……….………....................................56

Teaching for interpersonal Intelligence…..……………………………...56

Teaching for Intrapersonal Intelligence………….………………………57

Teaching for Naturalistic Intelligence………….………………………...57

 5

Teaching for Existential Intelligence…………………………………….58

Summary of Literature Review………………. …………………………………59

The Gap…………………………………………………………………..59

Conclusion……………………………………………….....................................60

CHAPTER THREE: Project Description………………………………………………..62

Introduction and Rationale……………………………………………………….62

Project Description……………………………………..………………………...63

Relevant Standards……………………………………………………….65

Framework……………………………………………………………………….66

Theory of Multiple Intelligences………………………………………...66

Multiple Intelligences Teaching Methods………………………………..67

Understanding by Design……………………….......................................68

Setting and Audience…………………………………………………………….68

Unit Outcomes and Overview……………………...…………………………….69

Instructional Strategies…………………………………………………...70

Assessments……………………………………... ……………………………...71

Pilot Assessments..………………………………………………………71

Formative and Summative Assessments……….………………………...71

Project Timeline………………………………………………………………….72

Conclusion…………………………………….…………………………………73

CHAPTER FOUR: Conclusion………………………………….. ……………………..74

Introduction………………………………………………………………………74

Capstone Reflection……………………………………………………………...75
 6

Major Learnings………………………………………………………………….76

Connections to Literature Review……………………………………………….77

Professional Significance…………………………………….…………………..79

Implications………………………………………………………………79

Limitations……………………………………………………………….80

Future Steps…………………………...…………………………………………81

Conclusion……………………………………………………………………….82

REFERENCES…………………………………………………………………..84
 7

LIST OF TABLES

Table 1. Famous American bilingual names with home language in parentheses……….26

Table 2. Descriptions of Children’ Capabilities……..…...................................................49

Table 3. Questions to be Asked in Planning Lessons Incorporating the MI Theory……53

Table 4. K-12 Minnesota State Social Studies Standard, 2020…………………………..65

Table 5. 9-12 Minnesota State Language Arts Standard, 2010…………………………..66

 8

CHAPTER ONE

Introduction

My Experiences

I started teaching English as a second language (ESL) expecting that it would be

easy because I already had experience teaching English as a foreign language (EFL) in

Iran. However, I realized that teaching English as a second language could be just as

challenging as any other subject. Both students and teachers have different expectations

when it comes to learning a new language either as a foreign or a second language.

Although the ESL learners have the luxury of being immersed in the language inside and

outside of the classroom, the EFL learners do not have to rush in order to get into the

mainstream classroom without support. Nevertheless, both kinds of learners have one

purpose of becoming fluent in the target language. The purpose of this research is to

answer the following research questions: How can language learners develop their

multiple intelligences to become proficient language learners through classroom

activities? What are ways to create a curriculum that includes both the traditional

foundations of language teaching and multiple intelligences theory?

After teaching in two different districts, I found out that English Language (EL)

learners are not only faced with lack of language proficiency, but also many life

challenges as newcomers. Entering into a new country, culture, school, and learning

environment are a few that I can mention. I worked with students who received sheltered

and in-class ESL services. I focused more on my high school EL learners because I could

connect with them better. As they navigate their path in the new learning environment,

teachers need to gear their teaching strategies to accommodate their EL needs. These
 9

needs are more than learning the language, but how to help them better in the short

amount of time they have. One way to do that is to recognize the idea that each learner

possesses varying cognitive processes that help them maintain or discard the information

presented to them. As a language educator, we need to know how to make sure that

students are successful in the process.

The English learners come from different parts of the world with different racial,

ethnic, and educational backgrounds, as well as unique learning styles and intelligences.

One common misconception about multiple intelligences (MI) is that it is the same thing

as learning styles. Learning styles (visual, auditory, and kinesthetic, impulsive and

reflective, right brain and left brain, etc.), according to Howard Gardner (1983), are the

ways an individual approaches a learning task. However, multiple intelligences refer to

different intellectual abilities. Gardner sees the idea of learning styles as a hypothesis. He

believes that there are no clear criteria for how the learning styles are defined, recognized

and assessed. According to the traditional concepts, intelligence is a single concept that

can be tested and never changes. Later, Gardner(1983) introduced his theory of eight

different intelligences that are possessed by all learners and can be grown and developed.

My personal interest in the theory of multiple intelligences began after I

connected it with some of my school year memories. Every year, my parents would be

disappointed looking at my poor grades in math. “We help you all the time with math,

why can’t you get it?” they used to ask. “How can you get perfect scores in English,

history, literature, geography and so on but not math!?” They used to compare me to my

elder intelligent brother who always scored perfectly in math but not in the other subjects.

Although I memorized the multiplication table in one day, I couldn’t solve math problems
 10

without help. Somehow, being perfect in math would make you intelligent even if you

were not good in other subject areas. A few years ago, after becoming familiarized with

the concept of learning styles and the theory of multiple intelligences, I realized that I

needed help finding ways to develop my mathematical and spatial intelligence, whereas

my other intelligences were already developed. As a teacher, the same rule applies to my

EL students. I cannot say one student is more intelligent than the other because they can

read better or speak more fluently.

This chapter will give an overview of my personal and professional background. I

will preview some issues related to my experiences as a teacher as well as examples of

some of my students’ intellectual traits which reveal their strengths in learning. This

chapter will also explain my interest as the researcher for this project.

My Personal Background

I grew up in a community where religious ideology ruled the lives of people from

early ages. Although today the internet has changed the perspective of many families, the

strict religious regulations are still enforced in society. People are not considered as

whole individuals; therefore, they rarely talk about their feelings. I learned that feelings

could not be mixed with everyday life, and it can be attributed to the fact that people are

very reserved, especially when it comes to women in a male-dominated society. As a girl

growing up in an upper middle-class family, I experienced many restrictions from going

to segregated schools to living with my parents before getting married. Teachers see

students only as an individual that comes to school like a robot to be taught and take a

test at the end of the semester. The schools still follow the same traditional method of

teaching and assessment; however, the parents are more involved in their children’s
 11

academic journey than before. When I went to school, I was expected to get good grades

by both my parents and teachers. My parents never asked how I learned a lesson, how

things were at school, or how the teacher was doing, because the teachers were and still

are treated as knowers of all. This mentality has been with me until now as I look at my

daughter’s report card and question her grades. I usually ask why she did not meet the

expectation in a particular subject. Sometimes, I feel that I am unable to see beyond the

fact that she might have different inclinations, or the materials were not presented

effectively. I mostly assume things based on the facts and my background in how I

received my education. I started working on my research with this understanding that

students come to the classroom every day with a clean slate waiting to absorb materials

that I present to them, however I now like to go beyond this mentality and look at my

students from a different angle to see them as whole individuals who come to my class

with their different talents and feelings, ready to learn together.

As a student, most of my formal language learning was teacher-centered.

Learning English as a foreign language is a challenging process and it takes a longer time

for the learner to become proficient. The only way a learner can improve and learn is

inside a classroom. The goal in my English classes was to memorize and repeat to be able

to pass all those multiple-choice item tests. Creativity and critical thinking were never

encouraged. We would participate in the activity of repetition after the teacher. To learn a

second language, learners usually have to go to language schools. I enrolled in an

institute which used to be called Iranian-American Language Institute. For 40 years, the

same books were taught and very few of our teachers encouraged us to take advantage of

different teaching resources such as movies, songs, magazines, and newspapers to

 12

improve different language skills. Incorporating those sources in the classroom was a

challenge for our teachers because they were on a fixed lesson plan. The content of the

books was overwhelming. Constant repetitions of words and grammar drills were very

time-consuming. Teachers could not be creative in any way let alone finding out how

their students can learn better. I spent five years going to the language school and I

considered myself at that time to be a good product of the method. As I became more and

more proficient in English, I sought different resources. I tried to make English learning

more interesting for myself. I read many simplified English books, listened to songs and

radio programs, and joined online chat groups. Eventually, I pursued English as my major

at the university I attended, in hopes of one day being able to teach it.

A Typical Audio-Lingual Method Classroom

After Skinner introduced his new psychological theory of behaviorism to the

world, linguists started adopting it to train soldiers who could function in the target

languages of the countries they would be deployed to during WWII in the shortest

amount of time. The soldiers would go through intensive instruction and would become

proficient language learners. The language teaching and learning method that was

adopted during that time was called audio-lingual method. Behavioristic approach is

based on stimulus-response and immediate positive feedback, which I experienced

first-hand in my language learning classes. The audio-lingual method was still prominent

in the language school that I used to attend, even though the method was obsolete. While

teaching reading, grammar, and lists of bilingual vocabulary was prevailing throughout

our books, the important skills of listening and speaking were overlooked. The success in

producing proficient English learners in grammar and writing was the main reason for
 13

continuing to use the old method. The reason was that first of all, the methodology was

not based on focusing on those skills, and if a teacher was trying to introduce any new

chunk to the curriculum, he or she would not be able to finish the book in time and would

be criticized, too. The language learners would not become proficient speakers until later

years. Since my foundation for English syntax and semantics was solid, I started working

more on the skills that made me more capable of functioning in the language.

My Students and Their Intellectual Properties

When it comes to learning, Howard Gardner based his theory on the idea that all

learners are already equipped with eight different intelligences. However, some of these

intelligences might be stronger and more developed than the others. I tried to see these

developed intellectual properties in my students as we became more engaged in the

learning and teaching process.

Miguel is a typical EL student who had been receiving EL services for many

years but had not been successful in graduating. He definitely looked older than what the

papers said. I talked to him at the beginning of the year and he told me that he just came

back from El Salvador after visiting some of his friends. He never missed class, and

always had a determined look. Every day, he would come to me with a new story either

from his new life in the United States or back home. Understanding each other was never

an issue; he knew well how to use Google translate. I had the feeling that he didn’t feel

comfortable sharing most of his stories in a group or class discussion. One of his

fascinating stories was about the day that he came to school by bus. He did not look

happy because he took apart his car and could not put it back together the next day. He

told me that he just needed more time.

 14

Rena recently moved to the United States from Jordan with her family. She was

the youngest and her brothers were already living here. Her English vocabulary was

limited, but she amazed me by her improvement every day. Her memories of Jordan were

so fresh. When she talked about it, that made me realize how much she could be missing

her home country. Once, during recess, I found her writing something in Arabic on the

white board. I asked if I could guess what she was writing and I shared some words from

Farsi. We knew both of us were writing from right to left; however, she was so excited

that she found something in common with my first language. We shared, guessed the

meanings and laughed. She showed me how she could write Arabic calligraphy and it

was beautiful. Later on, I almost always found beautiful Arabic calligraphy at the bottom

or top of each page she would use to write her homework. “You had Mansaf, ever, you

know Jordan food?” I said “no.” She looked surprised and before I had a chance to ask

more questions, she started telling me what the ingredients were and the detailed steps to

making it.

About a year later, Ibrahim came to the United States from Somalia, where he

went to classes in the camps on the border with Kenya. He was a very smart boy and he

was improving everyday in English, however, writing was not something he could do

well. He always had his headphones on while listening to the music. Once, after I asked

him to take the headphones off in the beginning of the class, he kept singing the song like

he knew it by heart. As a child he sustained some injuries to his eyes and he could not

focus on the page to be able to write. Everything about his English was great, but

somehow we could not get him out of EL services. Although he was a great

conversationalist and had great ideas, he was not able to bring them on paper due to his
 15

disability. Although he did not participate much during the class group activities, he had

his own group outside of the classroom where he was in the center. His favorite free time

activity was riddles and he was great at them.

Capstone Context and Rationale

The context of this project can be any EL’s classroom. Every year, depending on

the ongoing political instabilities all around the globe, an influx of EL learners come to

the United States and they need to be accounted for. According to the National Center for

Education Statistics (2022), the percentage of students in the United States’ public

schools who were English language learners (ELLs) was higher in fall 2019 (10.2

percent, or 5.0 million students) than in fall 2010 (9.2 percent, or 4.5 million students). I

believe individual students have the right to learn and should be given the opportunity to

be a part of the learning process. I hope that this capstone project will give me a chance

to create a holistic approach curriculum that focuses on all EL learners who might be

struggling in traditional language classrooms that would include all the traditional

foundations as well as the multiple intelligences theory in it. Even though the research

questions are focused on ESL and EFL learners in language classrooms, the project can

be a helpful guide to all ELs across different content areas at school.

Although language learners are considered an integral part of the teaching and

learning process, EL learners continue to be marginalized in mainstream contexts (Harper

& De Jong, 2009). There are some students who need more help than others along the

process and should be provided with the necessary assistance. Teachers are responsible

for treating each student as a unique individual with their valuable knowledge and

intelligence that they already bring to their classrooms. Especially in a language learning
 16

classroom, no student comes to the classroom without any knowledge of the language

they are going to learn. Not sticking to a particular approach and being spontaneous make

both learning and teaching fun. However, at that time I did not have much knowledge of

multiple intelligences theory to be able to implement activities around that theory.

However, according to Christison (2005), making MI theory a part of your

language classroom curriculum is a challenge. Language classrooms are based on

traditional foundations of methodology, testing, L2 theory, grammar teaching, listening,

speaking, reading and writing. To create a curriculum, we cannot overlook these basic

foundations to be included in a language curriculum inspired by MI theory. When we

shared with colleagues about students, the criterion for their intelligence was the degree

of how strong their skills of speaking, reading and writing would be. Now that I think

about those conversations, it feels like we were comparing them based on their separate

aptitudes. To help learners develop their multiple intelligences, they will be successful

not only in language classes but also in other subject areas at school.

Professional Experience​s

I started teaching English when I was a sophomore at the university in Iran.

Language learning and teaching was moving away from what I used in the past. I knew

there could be other ways to teach a language which would not involve boring

repetitions, grammar drills and long lists of bilingual words. As a teacher, I moved

towards a more student-centered classroom, however, I did not have the knowledge of the

MI theory at that time. I found out that the key to keeping my students motivated and

interested in the learning process was to make them a part of it. Unfortunately, I was
 17

bound with pre-assigned books and lesson plans that prevented me from creating a

learning environment that deals with my students as whole individuals.

Although I wasn’t able to include much of MI theory activities in my ESL or EFL

classes, I tried to implement more creative ways to keep my students active. Instead of

memorizing long lists of vocabulary before reading the text, I had my students read the

text and try to guess their meanings. My students sorted slips of papers of vocabulary

words and their meanings. For the concrete words, they could find pictures. However, for

the rest which were more abstract, the students just put the words on the board, checked

the meanings, and made sentences. It helped them remember the meaning and spelling of

the words. When it came to assignments, I never stuck to one mode of response. Once I

had a student in my ESL class who struggled a lot with writing and always missed

deadlines. He was an artist and I directed him to use his ability to draw what he had in

mind and talk me through the process.

Sometimes, I used to arrange the lessons on some useful themes and situations to

be held outside of the classroom. For example, after teaching the content on shopping to

my EFL learners, I took them to a department store and asked them to tell me and their

friends the names of all the objects they know and told them what they did not know. To

me, such an activity would have a lasting impact and students will never forget the

experience or the things they learned. To promote learning beyond classroom walls and

connecting with community, nature, and people was very important to me. In addition, I

saw myself more of a facilitator than a teacher. My approach to students’ questions

wasn’t always to provide straight answers. If a student had a grammatical question or

 18

needed to know the meaning of a word, I would first ask the whole class to see if anyone

knows the answer and if not, it would be like an assignment.

Use of media and technology as a source of language learning was an integral part

of my ESL language classes. News stories, science news, movies, and songs were the

best source of learning about new vocabulary and culture. However, incorporating

technology hasn’t always been easy. Once, I taught in a classroom that was located in a

part of the building where there was no internet access, so we couldn’t take advantage of

the internet at all. Also, based on the language level of my students, incorporating visuals

in my teaching process would benefit them more than extensive explanations in a

language they barely know about. One time, I asked my students to find song lyrics that

contained sequence words. To my surprise, when some of them couldn’t find what I

asked them to, they found songs that they could relate to their previous lessons. This way,

I took advantage of student’s love of technology and had them do this project using

search engines. Indirectly, I had other purposes in mind to promote their language

learning. As they learned how to use the technology, they learned many terminologies

related to computer and research.

Finally, when it comes to testing and evaluation, I consider the fact that the strict

paper and pencil testing is suitable for a more traditional teacher and content-based

classrooms. However, as a teacher, I believe that if there was no testing, some students

wouldn’t take the class seriously, and in some cases this was true. While some students

were better test takers when they were tested on the paper, the rest performed better on

oral tests. The teacher should provide this opportunity for the students to be tested based

on their preferences and time limits if there is a persisting problem. When the students are
 19

assessed based on clear expectations, they become more self-regulated and self-aware in

producing the correct language and becoming more proficient along the way. By

assessing the students, we try to make the students more aware of their mistakes so that

they can become better learners, on the condition that they receive feedback from their

teachers.

Conclusion

This chapter presented my research questions and rationale for why I focused on

multiple intelligences in ESL and EFL classrooms, along with my personal background,

as well as my teaching experiences and observations. I explained the capstone context

and rationale for why this project is important based on the personal and professional

significance it has.

In this project, I will explore the following questions: How can language learners

develop their multiple intelligences to become proficient language learners through

classroom activities? What are ways to create a curriculum that includes both the

traditional foundations of language teaching and multiple intelligences ‘theory?

Chapter Two consists of the literature review related to EL learners, program models for

EL learners, multiple intelligences theory, multiple intelligences in language classrooms,

and teaching language skills of listening, reading, speaking, and writing through MI

theory. Chapter Three outlines my capstone project by describing the audience,

instructional strategies, activities and self-assessments.

 20

CHAPTER TWO

Literature Review

Introduction

I learned English in a teacher-centered classroom with days filled with endless

repetitions, grammar drills, and bilingual vocabulary lists. Now that I am an English

teacher, I have tried to provide creative learning experiences for my students. Although I

had some control on the strategies and materials I taught, I knew more could be done to

accommodate the needs of my students by tapping into their different multiple

intelligences (MI). English learners come from a variety of ethnic, social, and racial

backgrounds. They have an aptitude for learning that varies, but it is accessible. It takes

time to learn about their backgrounds. According to Gardner (2008), each learner has

nine different kinds of intelligences, with some more developed than others. However, by

incorporating strategies based on multiple intelligences theory, the teacher can take

advantage of the intelligences that are more highly developed and create an opportunity

to advance other areas of intelligence. In this project, I explored the following questions:

How can language learners develop their multiple intelligences to become proficient

language learners through classroom activities? What are ways to create a curriculum

that includes both the traditional foundations of language teaching and multiple

intelligences theory?

My focus is on learning about strategies to use that will develop or expand the

multiple intelligences of the language learner through creative activities as well as

keeping the traditional foundations of language teaching–listening, speaking, reading, and

writing–intact. I would like to create a curriculum which encompasses activities that are
 21

based on multiple intelligences theory to help English learners become successful

language learners.

This chapter provides a review of the literature on who English learners are, as

well as program model instruction for English learners (ELs), multiple intelligences

theory, and teaching through MI principles. The section on ELs focuses on cultural

considerations as well as their educational achievements along with the advantages of

teachers knowing their learners. This section also covers the identification and labeling of

the ELs in public schools.

This chapter also includes the definition of the language instruction program for

ELs, which is called ESL, although other terms have been used too. ESL is a content area

such as math and science. There are different types of ESL instructions that serve the

same purpose of supporting ELs in their language learning process. The ESL instruction

is based on some traditional program methods that have been the foundation of any

second language classroom.

The next section covers the definition of multiple intelligences theory along with

its implication in an educational setting as well as language classrooms. Also, it also

explains more about the basic foundations of MI theory. This section continues to explore

the inclination of teachers in using strategies that match their developed intelligences

rather than the underdeveloped one. Furthermore, by learning more about the students’

intelligences, teachers can use them as resources to use in their classroom and better meet

the needs of individual students.

 22

The last section of the literature review examines teaching through multiple

intelligences theory principles in language classrooms and its implications for language

educators to implement the principles of MI in their classrooms.

English Learners (ELs)

According to the No Child Left Behind Act (NCLB), an English learner is

referred to as Limited English Proficient (LEP). It defines an individual whose lack of

English proficiency in reading, writing, speaking, and understanding of the language

would prevent them from participation and educational achievement in the class where

the medium of instruction is English. Many experts in the field objected to the term

limited because it bears a negative connotation that pictures the learner as someone

whose low level of proficiency is permanent (Wright, 2015).

Lacelle & Rivera (1994) were the first who used the preferred term of ELL

(English Language Learner) in the field. Although the term ELL was an improvement

over ELP, it was not an inclusive term to some scholars. Garcia (2009) believes that the

term ELL only focuses on English as the subject to be improved and introduced the term

Emergent Bilingual. The focus of this term is both on the home language alongside with

emerging proficiency in the new language of English. In addition, the label of emergent

bilingual highlights the fact that many ELLs are born in the United States in houses

where variations of English and other languages are being used (Hopewell et al., 2014).

While many ELL students have immigrated to the U.S., most are American citizens; in

fact, according to U.S. Census Bureau data from 2013, 85% of ELL students in

pre-kindergarten to 5th grade (and 62% of ELL students from 6th grade to 12th grade)

were born in the United States.

 23

The most common process of identifying EL learners in most states is through the

home language survey. When the parents enroll their children at school, they need to

mention that another language other than English is spoken at home. After the students'

other languages are determined, they will be given an English Language Proficiency

(ELP) test to assess their level of English language proficiency (Wright, 2015).

Cultural Considerations for ELs

As Hamayan et al. (2013) put it, culture is more than fashion, food, and festivities.

English learners come to language classes from different social, language and cultural

backgrounds that are different from the culture of the target language. Another definition

of culture provided in anthropology is the way people live which includes the most

important and interesting information to a typical student in a language class (Chastain,

1988).

Wright (2015) believes that the American educational system serves as a tool for

assimilation, where immigrant students need to give up their home culture and language

and become American English-speakers. However, EL language programs need to

encourage the students to create new sociocultural identities rather than assimilate. These

programs should strive to make the environment safe for ELs by welcoming the obvious

aspects of their culture. For example, they can add the special holidays from different

cultures to the class calendar to celebrate them, and offer halal or vegetarian food in the

cafeteria (Hamayan et al., 2013).

It is crucial that the teachers connect instruction and the curriculum to students’

lives where their community, home, and school experiences are contextualized. The

concept of bridging is the representation of connecting education to the EL learners’ lives

 24

(Rodgers, 2002). This term refers to closing the gap between the dominant language

community and the ones used in the students’ home communities by using reflective

classroom practices. When the ELs make the connections, the previously learned

materials become stronger and make the new knowledge easier to acquire. Funk (2012)

believes that respectful use of ELs’ home languages is a kind of bridging which is

nothing but reaching to the individual’s community and should be an agenda for every

educator.

Starting the class activities based on what the students already know from home,

community, and asking parents to participate in some classroom activities are a few

suggestions which makes instruction more relevant to students’ home and community.

Other examples are integrating students’ perspective in unit lessons by eliciting answers

to certain questions, and administering assessments in students’ home languages. These

activities introduce the concepts in a way that are more in line with the ELs perceptions

(Hamayan et al., 2013). When it comes to IQ testing, many researchers believe that it is

limited to western views of intelligence. In other cultures, the IQ may be measured

differently. Culture is an integral part of language learning and language learners need to

study language in a context that appreciates the valued intelligences in other cultures as

well (Richards & Rodgers, 2001).

ELs Educational Achievements and Language Proficiency

The educators need to consider the fact that there is a difference between students’

English language proficiency and their academic achievement across the content areas

(Hamayan et al., 2013). The biggest concern of mainstream classroom teachers is that

ELs are attaining academic materials that are presented in English while they are still
 25

developing their language proficiency (Gottlieb, 2012). Teachers often ask, “How do I

know my ELs get the concepts of math?”and “How do I assess what they have learned if

they don’t speak much English and I don’t know their L1?” How can mainstream

teachers know that what they assess is not English language proficiency? The teachers’

uncertainty is normal, because the ELs are acquiring language and learning content

materials together for the first time. The concepts in the early grades are naturally more

concrete and the language used to talk about them is the same as well. However, as the

concepts become more abstract and complex in the intermediate, middle, and secondary

grades, the language needed for communication becomes more specific. In addition, the

concepts taught are beyond the ELs language proficiency in these levels. These problems

indicate what challenges ELs face in school and the knowledge teachers need to have to

address the academic content and the language development needs of ELs (Janzen, 2007).

To deal with this complex issue, the EL teachers need to make a distinction between

when they are assessing students’ academic achievements on content material and when

they are assessing students’ language proficiency levels (Gottlieb, 2012).

Some old research blames low IQ and cognitive inferiority as the reason for

students’ underachievement. However, these claims have been refuted so far by several

scholars, such as Howard Gardner, with the introduction of his Multiple Intelligences

Theory. Gardner (1983) proposed the Multiple Intelligence Theory which recognizes nine

intelligences for each individual. Some people might be more developed in some of these

intelligences (capabilities) than the others. In this regard, academic underachievement is

recognized through opportunity to learn. Unfortunately, the poor and minority students

(especially ELs) end up in overcrowded and unfunded schools. The parents of minority
 26

students tend to have a low level of education and can’t help them with schoolwork.

Also, they might be living in low-income neighborhoods where crime rates are high and

there is no access to decent schools and community libraries (Wright, 2015). Krashen

(2014) found a strong correlation between school and community libraries and reading

scores, as the areas with better libraries had better test score results. Poor parents can’t

afford to buy books and may not have access to libraries; therefore, the students read less

and scored lower on their reading. Many ELs are faced with the same challenges in

addition to the fact that they are in the process of learning a new language (Krashen,

2014).

Although learning the English language is challenging for students with other

home languages, there are plenty of successful bilinguals that can be found all around the

world. British Prime Minister David Lloyd George spoke Welsh at home; novelist Joseph

Conrad grew up speaking Polish but wrote Lord Jim and Heart of Darkness in English,

and acclaimed African novelist Chinua Achebe spoke Igbo. Also, many renowned

bilinguals from a variety of backgrounds reside in the USA (Funk, 2012).

Table 1

Famous American Bilingual Names with Home Language in Parentheses (Funk, 2012)

Isabel Allende (Spanish) Author (House of the Spirits), learned English as an adult
Antonio Banderas (Spanish) Actor, learned English as an adult
Ang Lee (Mandarin Chinese) Oscar-winning director (Crouching Tiger, Hidden Dragon)
Jack Kerouac (Joual French) Author (On the Road), started English at age six
Mila Kunis (Russian) Ukrainian-American actress, started English at age seven
Mel Martinez (Spanish) U.S. Senator, cabinet member, started English at age 16
Martin van Buren (Dutch) U.S. President from NY State, learned English at school

Note. This table demonstrates Famous American Bilinguals. Copyright 1994 by Funk.
 27

Knowing your ELs

Teachers of ELs are always challenged by the distances between themselves and

their students, between families and schools, between student achievements and language

proficiency. These distances will be removed when both sides come together. The EL’s

home language can be one of those challenges that the educators can take advantage of.

By finding similarities and differences between the EL’s home language and English, the

educators can plan effective ESL instructions that would benefit the EL greatly (Funk,

2012). While the diversity can’t be overlooked, the EL’s non-English language is the only

characteristic that has been recognized in educational settings. Although the home

language is a very important variable, the whole identity of the ELs such as gender,

learning differences, previous schooling, and cultural heritage should be considered in

instructional decisions (Lacelle, 1994). Multiple intelligences theory is one of the

learner-based theories that encourages the development of the “whole person” and its

instructional activities help learners become successful learners in the process. The

learners can envision their goals and try to expand them. Also, the teachers in these

classes are not only the language teachers but also contributors to the overall

development of students’ talents or intelligences (Richards & Rodgers, 2001).

Wright (2015) outlines important information that the EL educators need to know

of their students as follows: (1) home language and literacy; (2) language proficiency

level; (3) schooling history from home and the United States; (4) immigration reasons;

(5) number of siblings; (6) educational and employment history of the parents. Usually,

this information is found in the students' enrollment forms or the teacher can try to obtain

them through appropriate ways such as an “All about Me” activity in the beginning of the
 28

school year. In addition, finding further information regarding the history and

educational system of the home country as well as ELs’ ethnicity and culture can help the

educators explain certain behaviors of the students in the class and encourage the use of

aspects of their culture, too. Another important benefit of knowing about EL students for

educators is to identify helpful supplemental educational materials for the classroom such

as bilingual books and dictionaries.

This section discussed ELs’ cultural backgrounds as well as their educational

achievements, and also discussed the advantages of knowing their learners. This section

also covered the process of identification and labeling of the ELs in public schools. The

next section will define ESL as well as different types of ESL instructions that all serve

the same purpose of supporting ELs in their language learning process. The ESL

instruction is based on traditional program methods that had been the foundation of any

second language classroom. The challenges and ways to improve teaching of each

traditional language skill of listening, speaking, reading and writing for language learners

will also be discussed. Exploring more about these programs will support the research

questions of How can language learners develop their multiple intelligences to become

proficient language learners through classroom activities? What are ways to create a

curriculum that includes both the traditional foundations of language teaching and

multiple intelligences theory?

What is ESL?

The English language instruction that English language learners receive at schools

is called English as a second language (ESL). Since there are students that English would

be their third or fourth languages, some states used other terms such as English for
 29

speakers of other languages (ESOL) or English as a new language (ENL). ESL is just

another content area like math and science and its purpose is to help ELs develop their

skills of English reading, writing, speaking and listening for authentic communication

and academic purposes in the mainstream English classrooms (Wright, 2015). ESL

programs are also referred to as English language development (ELD) (Genesee et al.,

2006).

EL Instructional Program Models

Wright (2015) asserts that the idea of no one-size-fit resulted in many EL

instructional programs that are classified as bilingual or English-medium. Bilingual

models focus on providing content-area instruction in learners’ home languages to ensure

their academic success while learning English, too. On the other hand, the

English-medium models provide instruction in English for all learners. Even though

bilingual education has proved to produce better results among the ELs, few states

restricted the use of it through voter initiatives. Garcia (2011) highlights the connection

between bilingual education and policy making in her book. She talks about the myth that

bilingual education is expensive; however, there is proof that English-only instructional

models are more affordable. A study authorized by the California legislature in 1992

tested the well-implemented models. The results showed that each year the regular cost

($175 to $214) was the same for both English-immersion and bilingual programs as

compared with the costly (ESL) “pull-out” programs. Furthermore, Wright (2015) claims

that the community members’ misunderstandings of the bilingual program, variety of

language groups at schools and the lack of speakers of the same home languages made

the implementation of the bilingual programs impractical. In this case, English-medium

 30

programs are considered the best to follow. These programs aren’t considered an English

only instruction, but rather a combination of sheltered content instruction and ESL. In the

following section, the commonly used English-medium programs which are found in

schools today are described.

Pull-out Model

Pull-out ESL is a common model that is used in elementary schools with few

populations of ELs. The ESL teacher will pull small groups of ELs from different

classrooms and provide daily ESL service which is for 30 to 60 minutes a day (Wright,

2015). Despite its popularity, this method received many criticisms from different

scholars. First, when the ELs are pulled out of their mainstream classrooms, they miss out

on instruction. Second, the mainstream classroom teachers may see the ELs as the sole

responsibility of the ESL teachers and won’t try to contribute to their learning process.

Finally, the ELs might feel stigmatized when they are pulled out of the classroom in front

of their peers (Ovando et al., 2003). In one of his studies in California, Wright (1998)

found out that one of his former students felt lost when pulled out although his peers

wouldn’t say anything.

Nevertheless, there are benefits to pull-out models despite the criticism. In the

same study, the students who did not receive any pull-out instruction described feeling

“frustrated and lost” during the first few years of their education. One student

remembered “just sitting there” as the teacher called on someone else after he didn’t

understand the question. While pull-out ESL would be a great choice for these students,

they tried to find help outside of school (Wright, 1998). According to Krashen’s input

hypothesis, the acquisition happens best in low anxiety environments and that is where
 31

the “affective filter” is low (Brown, 2014). Therefore, the ESL teacher can create a safe

and positive environment for ELs that lowers their affective filter and allow them to

develop academically and linguistically in the pull-out programs (Wright, 2015).

In Class as a Second Language Instruction

In this model, the regular classroom teacher provides the ESL instruction. This

program is somehow preferred over the pull-out ESL model because the EL students

receive the full instruction, and the teachers can take the full responsibility for all their

students. For an effective ESL in class instruction, the regular teachers should be trained

in the field and be provided with ESL curriculum and educational materials. The

curriculum in this model includes English Language Development (ELD) and content

area instruction which is intended for second language learners (Baker, 1998). The better

alternative might be the pull-in or push-in ESL where the ESL teacher collaborates with

the classroom teacher to provide services for the ELs. The teachers work together to

address both the content and language objectives of the lessons and recognize their

shared responsibility in the success of their ELs (Wright, 2015).

Sheltered English Instruction (SEI)

This program is also called structured English Immersion where a certified

teacher will provide language and content instruction in grade-level classrooms for ELs.

The ESL teacher provides daily language and content area instruction and although it is

all in English, the ELs receive primary language support (PLS) to understand the

materials. This program which offers daily direct ESL instruction, sheltered content area

instruction and lots of PLS is the next best option for bilingual education (Wright, 2015).
 32

Sheltered instruction might be considered as a pedagogy rather than a method design

because it is often used in conjunction with other program options (Genesee et al., 2006).

Chastain (1988) believes that there are many personal and instructional variables

that affect the language learning process of the ELs, and the language acquisition varies

among learners. The three English for the Children initiatives (which limited the type of

instruction available to English language learners in Arizona students in 2000) say that

ELs can’t stay in SEI classrooms more than one year. Following this case, the federal law

made it clear that the ELs have to receive ESL instructions until labeled as proficient and

no longer need the services (Wright, 2015).

Newcomer Programs

The newcomer program which is a kind of sheltered instruction is a specific

academic environment that provides ESL services only to newly arrived immigrant

English language learners for a limited period of time. Short and Boyson (2012) found

through the research that this program’s definition might vary according to the newcomer

student population and educational backgrounds, district resources, and policies. Even

though the newcomer courses are a part of a district’s ESL or bilingual program, they are

different from the ESL instruction levels and are often known as ESL one.While this

program exists in elementary schools, it is more prevalent in secondary level (Genesee,

2006). The purpose of this program is to develop their basic English skills and become

familiar with the U.S. school system. In addition, they will be introduced to American

culture and some content area knowledge. The students will transition to their school’s

regular ESL language support program that the school provides, after they complete a

newcomer program (Short & Boyson, 2012).

 33

While providing this program at schools with a flux of newcomers has many

advantages, it drew some criticism as well. Wright (2015) outlined some of these

criticisms as segregating the ELs into separate classes or parts of school, program high

costs of the program, and limited focus on content area instruction. Also, the ELs in the

newcomer program did not receive any credits from their courses toward graduation

(Hos, 2020).

Submersion

Unlike the aforementioned models, in the common submersion model, the ELs

who are beginning to learn English will be taught only in English. They receive

instruction along with their monolingual peers either with a specialized teacher or a

non-ESL educator (Lacelle, 1994). Even though the purpose behind immersion programs

is to promote the role of students’ home language, the submersion programs impose the

idea of monolingualism ignoring the EL’s home languages (Garcia, 2009). However,

there are experienced mainstream teachers who can transform and deliver the

instructional materials in a way that meet the needs of the ELs with appropriate training

(Wright, 2015).

Traditional Foundations of Language Teaching

Around 60 percent of today’s world population is either bilingual or multilingual

and it is considered as a norm (Wright, 2015). While English is the most studied

language, Latin used to be the dominant language of education, business, and religion.

Latin was studied based on the analysis of grammar and rhetoric and it became the model

approach for studying foreign languages from the sixteenth to nineteenth centuries

(Howatt, 1984). Although Latin ceased to be an effective means of communication, the

 34

approach to teaching new languages remained the same because it was believed that

Latin would develop intellectual abilities. By the nineteenth century, as new languages

entered the European schools’ curricula, the textbooks were filled with grammar rules,

and morphology which had to be memorized. The kind of proficiency that the language

learners needed paved the way for the change in language teaching methods in the

mid-nineteenth century. The oral proficiency was one example that was reflected in this

process (Richards & Rodgers, 2001).

WIDA English Language Development (ELD)

The 2020 World-Class Instructional Design and Assessment (WIDA) organized

the language expectations and the proficiency level descriptors based on communication

modes for English learners. The definition for communication modes is “a socially and

culturally shaped resource for making meaning” (Bezemer & Kress, 2008, p. 171).

Examples of communication modes can be images, videos, symbols, charts, tables,

graphs, and oral/written language. In the WIDA 2020 Edition, the four traditional

domains of listening, reading, speaking, and writing have been merged into two more

modes of communication: interpretive and expressive. The new terms emphasize the facts

that communication comes in a multimodal form that extends to both language

development and content area learning. The purpose behind the new 2020 edition is to

increase the awareness of educators that the multilingual learners communicate and

construct meaning in complex and different ways (WIDA ELD, 2020).

Listening Development for ELs

Listening has been considered as a passive skill for a long time, but recently it is

categorized as an active skill because it requires cognitive processing by the listener to

 35

understand sounds, meaning and yet comprehend the message in the context it has been

heard. (Moreno, 2015). Listeners utilize different processes to come to a meaningful

understanding. When they use context and background knowledge to build an abstract

framework for understanding, they are using a top-down process. Listeners use

bottom-up processes when they gradually combine larger units from words up to

discourse-level to create meaning (Vandergrift, 2004).

While these processes interact with each other in a parallel form, the purpose of

listening determines the degree that the listeners use one more than the other. However,

some argue that this description is not helpful because listeners cannot determine what

kind of knowledge would require parallel functioning of both processes after they hear a

piece. Studies on these cognitive processes indicate that EL listeners need to learn how to

use both processes effectively depending on their purpose of listening (Vandergrift,

2004). Therefore, lower levels EL utilize their listening strategies in different contexts to

understand the communication (Gilakjani & Ahmadi, 2011).

Educators often focus on testing when it comes to developing listening skills.

(Sheerin, 1987). While the teachers can confirm the learners’ understanding based on

either correct or incorrect answers, they will never realize the process the students went

through to provide the answers. Following the process approach, teachers can help both

beginning and advanced-level students learn how to understand short, authentic texts on

topics related to student level of language proficiency and interest (e.g., announcements

and advertisements). This approach is based on metacognitive strategies that help

listeners become more aware of how they can use their background knowledge to fill

gaps in their understanding. Field (2003) and Vandergrift (2004) propose that students
 36

need to systematically practice the listening strategies to be useful outside of the

classroom.

Although Vandergrift (2004) indicates that the recent research focuses on teaching

strategies that support the listeners to enhance understanding by processing linguistic

input, many believe that Total Physical Response (TPR) is the best method for beginning

level ELs and it remains a popular method in language classrooms (Wright, 2015). Total

Physical Response was developed by James Asher in the 70s which was built around the

coordination of speech and action. Asher considers the “stimulus and response” view as

the underlying learning theory of this method (Richards & Rogers, 2001, p. 73). In this

method, teachers provide a set of commands in English and students take the appropriate

response. The beginning-level lessons are based on simple commands such as “sit down,”

“put the pen on the book” and “walk”.

Speaking Development for ELs

Speaking is considered the most important skill among the other three because it

is an essential element for communication (Zaremba, 2006). Previously it was believed

that repetition and memorization of words in isolation or just blending a sequence of

abstract grammatical rules would make a proficient speaker in a target language.

Speaking of the target language is both a complicated and overwhelming experience for

the second language (L2) learners in real life situations.

Over the last few decades, speaking has been recognized as an “interactive, social

and contextualized communicative event” (p. 139). Therefore, the development of

learners’ communicative competence lies in speaking skill, since this skill requires

learners to have the knowledge to produce linguistically correct utterances which are also
 37

pragmatically appropriate (Usó & Martínez, 2006). Consequently, it has been argued that

teaching speaking in a communicative competence framework would be more beneficial.

Being able to communicate in a social context is the final goal of EL learners and their

success in accomplishing this goal depends on developing their speaking skill (Usó &

Martínez, 2006).

Theory of language as communication started the Communicative Approach in

language teaching. As Hymes (1972) puts it, developing “communicative competence” is

the goal of this approach (p. 159). Hymes challenges Chomsky’s theory of competence

where the speaker-listener lives in an ideal speech environment where they know the

language perfectly and uncontrolled factors such as stress, distraction, and error would

not affect the communication. In communicative competence theory, which was

introduced by Hymes, the speaker needs to know both the language and culture. This

theory is more realistic and comprehensive compared to Chomsky’s view of competence

(Richards & Rodgers, 2001). Some engaging and meaningful activities for ELs which are

based on Communicative Approach are role play, class discussion, interviews, and

cooperative learning (Wright, 2015).

Reading Development for ELs

According to Krashen (2004), second language learners can access immense

comprehensible input through reading. Books, newspapers, magazines, and the internet

provide an unlimited reading source for the ELs who can go back and read them again if

they do not understand something. They can use dictionaries or ask their teachers if they

came across new words or phrases.

 38

When it comes to teaching reading to second language learners, the research

backs the findings of federal court in Lau v. Nicholas in 1974 that “we cannot teach ELs

to read the same way we teach proficient English speakers to read” (p. 191). ELs need a

balanced approach in teaching reading which is based on authentic and meaningful

context and is differentiated to meet the needs of diverse students in the class (Wright,

2015).

The bottom-up reading process model was one of the first research-based

approaches to reading instruction which was developed around monolingual readers of

English. This model, which is mostly associated with phonics-based programs, focuses

on a sequential order where the reader moves to the next level after mastering each level

successfully. Based on this approach, the ELs need to identify letters and their

corresponding sounds which is a prerequisite stage to reading and therefore they need to

sit through hours of meaningless isolated letters and sounds practices (Herrera et al.,

2015). However, studies found that exposure to authentic text will help ELs master the

phonics skills of sounds and letters better and faster (Escamilla, 2004; Krashen, 2002, as

cited in Herrera et al., 2015).

The top-down process model is the exact opposite of the bottom-up model, and

the reader works from their required background knowledge to the level of the letter. The

ELs are able to activate their cultural and linguistic knowledge to increase their

understanding of the text (Herrera et al., 2015). As the researchers found that neither of

these models explain the complexity of the reading process, they proposed the interactive

reading process model where the reader is involved actively in the process moving

through top-down and bottom-up processes to make schematic (mental storage for
 39

experiences) connection and decoding letters and sounds. According to this model, the

reader goes through multiple processes to understand a text. The reader has an active role

when they have sufficient schema, and they engage better in comprehension of the text

(Herrera et al., 2015). In addition, ELs are constantly engaged in activities among

themselves or with more “mature readers or writers” to expand their reading proficiency

(Genesee, 2006, p. 116). On the other hand, the passive reader is the one who doesn’t

have enough schema and has a hard time decoding the text to understand the message

(Herrera et al., 2015). The ELs in this model use schematic connections to understand the

text, letters, and sound connections as well as word meaning to comprehend the text “by

taking both active and passive roles (Vacca et al., 1995, p. 14, as cited in Herrera et al.,

2015).

Writing Development for ELs

Brown (2014) believes that one of the language skills that can be planned and

revised endlessly before submission is writing. In addition, writing is a thinking process

where the students are encouraged to pay attention to correct use of language and it

indirectly develops their language proficiency (Hamer, 2004). One of the most important

skills that the ELs need to learn in school is writing because it is the means of showing

their knowledge across different subject areas. Unlike their monolingual peers, the ELs

are faced with the challenge of writing even before they reach proficiency in English

language. The states where EL educators follow WIDA consortium development

standards have a clear expectation from the ELs when it comes to their performance on

writing for social and educational purposes. World- Class Instructional Design and
 40

Assessment (WIDA) describes five proficiency levels of (Entering, Emerging,

Developing, Expanding and Bridging) for ELs (Wright, 2015).

Research has found that reading has an important role in writing development of

ELs as they continue to become more proficient. Kroll (1993, as cited in Wright, 2015)

claims that reading can be used as a “springboard” for different topics to read. One

teacher read the book A Chair for My Mother by Vera B. Williams to the class which

describes the challenges of saving money to buy a chair that was destroyed in fire. Later,

the students will be motivated to write about related experiences they had saving money

to buy something important (p. 226). Also, reading is a great source to create background

knowledge regarding a specific topic. If the ELs are asked to write about their home

country or the one of their parents, reading books with similar topics will give them the

required background knowledge as well as the desired structure. Furthermore, the

students are using technology more everyday which requires the written form of

communication and it should be embraced by EL educators because it reflects the type of

writing the students want to do in real life (Wright, 2015).

This section summarized different types of ESL programs as well as their

weaknesses and strengths for language learning and teaching. The challenges of ELs in

developing their language skills of listening, speaking, reading and writing have been

discussed as well. The next section defines multiple intelligences theory along with its

implication in educational settings as well as language classrooms. It explains more about

the basic foundations behind MI theory as well. This theory along with its related ideas

will expand the understanding of the research question of: How can language learners

develop their multiple intelligences to become proficient language learners through

 41

classroom activities? What are ways to create a curriculum that includes both the

traditional foundations of language teaching and multiple intelligences theory?

Multiple Intelligences Theory

While the traditional IQ tests considered intelligence as a single entity, Dr.

Howard Gardner, Professor of Education at Harvard University, introduced nine

intelligences (1983). He claims that the Multiple Intelligences model, which is founded

on a learner-based philosophy, considers that different aspects form human intelligences

and that they are equally important. He developed the Theory of Multiple Intelligences in

1983 and which was first introduced in the book Frames of Mind: The Theory of Multiple

Intelligences. In this book, he mentions that all humans possess varying degrees of

intelligence that can be developed through practice (Richards & Rodgers, 2001). Unlike

traditional IQ tests that measure how intelligent people are, this theory focuses on how

their intelligences work. Gardener (1983) went beyond the traditional view of only logic

and linguistic intelligences which used to be measured through IQ tests and came up with

identifying human capabilities that enable them to understand how certain tasks are being

accomplished. And it is now time to look at how people solve problems in the real world

(Armstrong, 2000).

Gardner (1983) grouped this broad perspective into seven comprehensive

intelligences and added two more so far. To better understand Multiple Intelligence

Theory, one must become familiar with their definitions (Armstrong, 2018):

• Linguistic intelligence: the capability to use words both orally and in writing.

• Logical-mathematical: the capability to use numbers effectively and reason

well.
 42

• Visual-spatial: this ability involves sensitivity to form, space, color, line, and

shape and the relationship that exists among them.

• Bodily-kinesthetic: this intelligence includes certain physical skills such as

balancing, coordination, strength, and speed.

• Musical: the ability to understand, transfer, distinguish among musical forms

and express through music.

• Interpersonal: the ability to understand how others feel, and how they get

motivated or inspired.

• Intrapersonal: the ability to know yourself and act based on that knowledge.

• Naturalist: the ability to become an expert in recognizing and classifying plants,

minerals, and animals.

• Existential: the ability to ask and find answers to big questions regarding

existence and life. (Gardner, 2006)

Gardner argued that he used the term intelligences consciously to get people’s

attention because they are used to hearing statements like, “he is not intelligent, but he

has a good talent for music”; therefore, by using intelligences, he tried to shift the focus

on the variety that exist in intelligences (Armstrong, 2018).

Key Ideas in Multiple Intelligences Theory

Armstrong (2018) believes that beyond understanding the descriptions of the nine

intelligences and the theoretical framework behind them, it’s important to highlight some

key issues regarding this theory as follows:

Each person possesses all nine intelligences. Multiple intelligences theory is not

used to determine the one type of intelligence that each person possesses. It is a cognitive
 43

functioning theory that suggests individuals have capabilities in all nine intelligences. In

addition, the nine intelligences work together within each person in a unique way. It

seems that some people possess extremely high functioning levels in all or most of the

nine intelligences. However, some developmentally disabled individuals appear to lack

all as well as basic aspects of intelligence. Most people come somewhere in between

these two extremes; some might be highly developed in different intelligences, fairly

developed in others, and still quite underdeveloped in others.

Most people can develop each intelligence to an adequate level of competency.

Although individuals may complain about their weaknesses and consider them innate,

Gardner believes that any individual who receives appropriate instruction and motivation

could develop all nine intelligences to a rationally high level of performance.

Intelligences usually work together in complex ways. Gardner (2006) emphasizes

that intelligences work together and in real life there is no single intelligence that exists

by itself. There is an interaction among the intelligences. For example, to cook a meal,

one should read the recipe (linguistic intelligence), change, or simply follow the

measurements (number/logic intelligence), cook the meal in a way that is satisfying to all

members of the family (interpersonal Intelligence), and eventually consider their own

taste (intrapersonal intelligence).

Multiple Intelligences in Education

In traditional classrooms, teachers used the same teaching strategies for all

learners (Arnold & Fonseca, 2004). Armstrong (2000) argues that our schools discourage

our children by using the same teaching methods of lectures, textbooks, worksheets and

tests. The learning problems that they created are focused only on two of Gardner’s nine
 44

kinds of Multiple Intelligences. Also, the irrelevance of teaching to students’ personal

lives discouraged them from striving to gain knowledge. Gardner (2008) also adds that

the schools have focused so much on the “good test taker, the expert fill-in-the blanker

and the hand raiser who always has the right answer” that 99.9 percent of the natural

human resources in the country could go “undeveloped” (p. 189). However, in the last

decades of the twentieth century, a significant number of research has focused on

recognizing students’ differences regarding their unique talents and learning styles in the

classroom (Arnold & Fonseca, 2004). Many educators became interested in the idea of

Multiple Intelligences which encourages learning beyond traditional books. Teachers, as

well as parents who recognize their children’s specific talent, can provide them with

appropriate learning activities and, as a result, they will become intelligent in the ways

they want (Richards & Rodgers, 2001).

Gardner has become more involved in the implementation of his theory in

learning and creating ways to balance out the assessment based on Multiple Intelligences

in his more recent publications–for example, his publication in 1999. Gardner believes

that an educational system which is individual-centered (2008) will contribute to the

development of an individual’s potential even after the formal education is done. The

learners in such a system will have both the capability and the means to become lifelong

learners. (Akbari & Hosseini, 2008).

Multiple Intelligences and Individual Development

Christison (1998) asserts that it is the responsibility of language education

programs to create curricula for the programs that provide future EFL educators with the

basic foundation for what they should know as effective language teachers. It is expected
 45

that the EFL teachers know about traditional methods, testing, theory, teaching grammar,

reading, speaking, and listening. Teacher education programs are also expected to be in

touch with current methods and introduce teachers to the latest and most creative theories

in second language education. In addition, teacher education programs are challenged by

integrating new ideas into existing programs, when they are welcomed by language

teachers. As Sulaiman et al. (2010) claimed, “multiple intelligences theory provides a

platform and guidance to teachers to use integrated strategies and instructional activities

to cater to the different needs of students in terms of intelligence profiles, learning styles

and learning preferences” (p. 517).

Armstrong (2018) believes that educators and young adults need to understand

and apply the MI theory to themselves before trying to implement any learning models in

a classroom setting. Therefore, they will personally experience the content of the theory

and will commit to using it effectively with the students. One way to do this is by

completing an MI inventory and sharing this information with other educators as well

(Christison, 2005). After the comprehension of the basic foundations of the theory,

determining the “nature and quality of our own multiple intelligences” and finding ways

to develop them as a lifelong process is a significant step in the applications of multiple

intelligences in the classroom. Our high and low capabilities in each of these intelligences

that affect our competence as an educator will become more evident as we go through

this experience. (Armstrong, 2018, p. 16).

Armstrong (2018) listed “crystallizing” and “paralyzing” as key experiences that

were considered to have an important role in the development of a person’s talents and

capabilities (p. 30). People usually go through these experiences in early childhood,
 46

however, could happen at any point in an individual’s lifetime. While crystallizing

experiences where children’s attraction to a “specific domain” increase chances for

development of an intelligence, paralyzing experiences shut down the development and

use of particular intelligences (Gardner, 2006, p. 46). Feelings of shame, guilt, anger,

fear, and other negative emotions are often associated with these experiences. Multiple

intelligences theory creates opportunities for educators to employ activities “that can help

students develop neglected intelligences, activate underdeveloped or paralyzed

intelligences, and bring well-developed intelligences to even higher levels of proficiency”

(Armstrong, 2018, pp. 23-24).

Teachers and Multiple Intelligences

Gunst (2004) conducted research on the MI theory that examined the teachers’

multiple intelligences. He believed that “teachers are expected to provide instruction to a

myriad of students who have different interests, strength, and needs” (p. 9). He criticized

the unique emphasis the schools have given to verbal-linguistic and logical-mathematical

intelligence and believes that teachers need to create equal opportunities for most

students through designing activities to develop students’ different types of intelligences

(Gunst, 2004; Armstrong, 2000). In his research, Gunst found out that there is a

relationship between teachers’ strongest type of intelligence and the type of strategies

they use in their classrooms. According to the results, most teachers in this study (81.4%)

who reported using the MI theory in their classrooms had the tendency to implement

strategies that linked to their self-reported intelligence (Dolati & Tahiri, 2017). In

addition, it must be kept in mind that the language teachers themselves are human beings

and the fact that they are stronger in one specific intelligence may encourage them to use
 47

activities that focus on that specific intelligence. According to the research conducted by

Gunst (2004) in a Catholic elementary school:

Teachers tend to use teaching strategies that are aligned with their self-reported

multiple intelligence. However, teachers need to be able to move beyond their

strongest intelligence and incorporate several approaches in classrooms where

students have varying abilities, interests, and aptitudes. (p. 189)

Although MI theory is not a prescription, it can provide the educators with a mental

model to create classroom curriculum and expand their teaching strategies (Campbell,

1997). It is also a great model for educators to investigate strengths in teaching and the

areas that need to be improved. Armstrong (2018) believes that educators don’t need to

be developed in all the nine intelligences; however, they need to learn how to use

resources in intelligences that they avoid in the classroom. He suggests asking other

teachers for ideas. For example, if a teacher does not have an inclination for including

music in their classroom, they can ask the music teacher for ideas. Multiple intelligences

theory encourages teachers to work together as a team to develop students’ multiple

intelligences, and the perfect teaching team and lesson planning are the ones that consider

having educator experts in each of these intelligences. Therefore, teachers become lesson

planners, activity creators, analysts and orchestrators of multisensory activities in a

realistic time frame of the classroom (Christison, 1999).

Research conducted by Serin et al. (2009) suggests a strong relationship between

instructors’ multiple intelligences and their teaching strategies. Armstrong (2018)

recommends that teachers can use technological resources to provide information when

they are not able to do it through their own efforts. If they are not music intelligent, they
 48

can use musical recording, not a visually intelligent person, they could include videos in

lessons, use calculators and spreadsheets to Fment for deficiencies in Number/Logic

areas, and so on. While some teachers shy away from activities that link to certain

underdeveloped intelligences, students can make up for them by the knowledge and

expertise that they have. They can come up to the whiteboard and draw pictures, share

their knowledge about animals or insects and demonstrate their musical talents

(Armstrong, 2018).

Learning about your Students’ Multiple Intelligences

There is no doubt that all children are in possession of all intelligences and their

nine intelligences can develop to a reasonable level of competence. Also, from early in

life, children start demonstrating what Howard Gardner (1983) calls “proclivities” (or

inclinations) toward certain intelligences. When they start school, most probably they

have found ways to direct their learning strategies towards some intelligences than others

and prefer to use the ones that are highly developed. However, he warns that most

students’ strengths go beyond one area and teachers must not classify a child only under

one particular intelligence (Armstrong, 2018, p. 28).

 49

Table 2

Descriptions of Children’s Capabilities

Highly Think Love Need

Linguistic In words reading, writing, telling books, tapes, writing tools,

stories paper,diaries, dialogue, discussion

Logical-Math By reasoning experimenting, materials to experiment with,

ematical questioning, figuring Science materials, manipulatives,
out logical puzzles trips to science museums

Spatial In images and designing, drawing, art, LEGOs, video, movies, slides,
pictures visualizing, doodling imagination games, mazes, puzzles

Bodily- through dancing, running, role play, drama, movement,

Kinesthetic somatic jumping, building, things to build, sports, tactile
sensations touching, gesturing experiences, hands-on learning

Musical via rhythms singing, whistling, sing-along time, trips to

and melodies humming, tapping concerts, musical playing at
feet and hands home and school

Interpersonal by bouncing leading, organizing, friends, group games, social

ideas off relating, manipulating, gatherings, community events,
other people mediating, partying clubs, mentors/apprenticeships

Intrapersonal in relation to Setting goals, secret places, time alone,

their needs, meditating, self-paced projects, choices
feelings, and dreaming, planning,
goals reflecting

Naturalist through playing with pets, access to nature, opportunities

nature and gardening, investigating for interacting with animals,
natural forms nature, raising animals, tools for investigating nature
caring for planet earth

Existential through big philosophical creating their own stories about

picture such discussions, asking larger-than-life topics, motivated
as life & death question, predicting by learning concepts
Note. This table demonstrates nine ways of learning. Copyright 2018 by Armstrong.

Armstrong (2018) suggests that by observing students’ misbehaviors, teachers can

identify their highest developed intelligences. Those with developed linguistic

 50

intelligences cannot stop talking, the strongest in spatial intelligences keep drawing and

daydreaming most of the time, those who are socializing with most peers in class are

strong in their intrapersonal intelligences and the Naturalist ones would secretly bring

their pets to the classroom. Simply through their misbehaviors, the students are letting the

teacher know how they learn. By applying Multiple Intelligences Theory in the language

classroom, teachers could effectively tap into their students’ strongest areas and direct

them to where their learning preferences belong (Arnold & Fonseca, 2004).

This section discussed the definition of Multiple of Intelligences theory as well as

its principles being used in learning and teaching. The MI theory basic foundations have

been explained. This section continued to explore how teachers' developed intelligences

affect their choice of strategies. Furthermore, ways to learn more about the students’

intelligences were mentioned. The final section will discuss the implications of multiple

intelligences in language learning as well as the advantages of implementing this theory

in classrooms. These concepts would provide explanations to answer the research

questions of: How can language learners develop their multiple intelligences to become

proficient language learners through classroom activities? What are ways to create a

curriculum that includes both the traditional foundations of language teaching and

multiple intelligences ‘theory?

Multiple Intelligences and Language Learning

There have been no debates on the concept of intelligence either in the realm of

language teaching or in the general educational system. Recently, the papers that focused

on this concept tried to deny its existence or criticized its foundation. Although the

concept of intelligence had been avoided in the literature of second language learning, the
 51

idea is now moving towards its inclusion in books and articles that highlight the

importance of including intelligence in language learning and teaching in a more

productive way (Akbari & Hosseini, 2008). Gardner’s popular theory of intelligences led

to MI-inspired instruction, for which many studies have been done to prove its

effectiveness in education (Dolati & Tahiri, 2017).

Although many language educators were interested in the application of

Gardner’s MI principles in their classrooms, the model has been so recent that no aspects

of it could be linked to any current language learning theory (Richards & Rodgers, 2001).

However, Christison (1998) mentions that MI theory hasn’t ignored the language of an

individual not as an “added-on”, but as a part of the whole life of the language learner.

Language is considered as an indispensable part of other intelligences and not only

limited to the “linguistic” intelligence with all its modes of communication. Even though

some believe that language learning and use is related to “linguistic intelligence”, the

proponents of MI theory argue that there is more to language than what is normally

linked to it. Rhyme, tone, volume, and pitch are more related to music than language

therefore other intelligences are somehow interwoven into the means of communication

that is called “language” (Richards & Rodgers, 2001).

Although there are no set goals for MI theory in language learning, it focuses on

the language classrooms as an environment that provides the language learners with “a

better designer of his/her own learning experience” through “a series of “educational

support system”. Such language learners would be more “goal-directed” and “happier

persons” than their peers in a traditional classroom (Richards & Rodgers, 2001, p. 118).
 52

Incorporating Multiple Intelligences in Language Classrooms

Although foreign language teaching has never been directly mentioned in

Gardner’s theory of Multiple Intelligences, it has been used in language classrooms

successfully. The usefulness of this theory in language classrooms showed positive

results with learners from different backgrounds, ages and capabilities. Botwina (2010)

believes that:

When MI is used in a foreign language classroom, it allows each student to draw

from their own strengths to approach learning and creates an opportunity to learn

a foreign language in a meaningful context wherein verbal intelligence is

practiced in combination with other intelligences. (p. 17)

As a result of implementing a variety of MI theory strategies, learning and teaching is

improved in ESL classrooms (Ghamrawi, 2014). Ghamrawi conducted research in

preschool classes where the educators developed their own curriculum to examine

learners’ vocabulary acquisition based on MI theory. The results showed a positive

relationship between learners’ vocabulary retention and the use of MI strategies in ESL

classrooms (Ghamrawi, 2014).

Wallace (2010) asserts that current methods used in teaching foreign languages

would be changed when Gardner’s theory of Multiple intelligences is applied. The pace

of language acquisition is also affected when this theory is used in learning a second

language. Therefore, “miscommunications” and “problem of language barriers” that

result from language differences may become less (Wallace, 2010, p. 4). Based on

Gardner’s theory of Multiple Intelligences, all human beings are in possession of the nine

different intelligences that offer better understanding of their learning differences and
 53

address those differences to help develop them effectively. The second language that is

based on MI theory considers learners as having a holistic nature as well as being diverse.

Different techniques and strategies that the teachers use would be helpful in holistically

developing each student (Arnold et al., 2004).As the teachers of second language try to

change their teaching strategies with the popularity of Gardner’s Multiple Intelligence

theory, they would be asking the following questions as they plan their lessons for their

language classes (Armstrong, 1994).

Table 3

Questions to be Asked in Planning Lessons Incorporating the MI Theory

Intelligences Questions to be asked

Linguistic (How can I use the spoken or written word?)

Logical-Mathematical ( How can I bring in numbers, calculations, logic,
classifications, or critical thinking?)
Spatial ( How can I use visual aids, visualization, color, art, metaphor, or visual
organizers?)
Musical (How can I bring in music or environmental sounds, or set key points in
a rhythm or melody?
Kinesthetic (How can I involve the whole body, or hands-on experiences?
Interpersonal ( How can I engage students in peer or cross-age sharing,
cooperative learning or large group simulation?
Intrapersonal (How can I evoke personal feelings or memories, or give students
choices? )
Existential (How can I provide opportunities to ask “why”?)

Note. This table demonstrates lesson planning questions. Copyright 1994 by Armstrong.

Wallace (2010) concludes that a teacher may implement the Multiple Intelligences

Theory in lessons that are intended to be taught to adult foreign language learners. To
 54

determine how to incorporate MI principles in a language classroom will be the same as

any other subject areas. It is fair to say that “as long as the teacher realizes the uniqueness

of each of the learners, employing MI theory would make their learning experience more

fulfilling and would make learning easier for diverse students” (pp. 5-6). The following

list describes various techniques and materials that could be used in the multiple

intelligence classroom.

Teaching for Linguistic Intelligence:

● Teaching activities (Examples): lectures, discussions, word games, storytelling,

choral reading, journal writing,

● Teaching materials (examples): books, audio recorders, stamp sets, audio books,

word processing software,

● Instructional strategies: read about it, write about it, talk about it, listen to it,

● Sample educational movement (Primary Intelligence): critical literacy,

● Sample teacher presentation skill: teaching through storytelling,

● Sample activity to begin a lesson (Anticipatory Set): long, unfamiliar word on the

blackboard.

Teaching for Numerical/Logical Intelligence:

● Teaching activities (examples): brainteasers, problem solving, science

experiments, mental calculation, number games, Socratic teaching,

● Teaching materials (examples): calculators, math manipulatives, science

equipment, math games,

● Instructional strategies: quantify it, think critically about it, put it in a logical

framework, experiment with it, find logical patterns in it,

 55

● Sample educational movement (Primary Intelligence): critical thinking,

● Sample teacher presentation skill: Socratic questioning,

● Sample activity to begin a lesson (Anticipatory Set): a logical paradox.

Teaching for Visual Intelligence:

● Teaching activities (examples): visual presentations, art activities, imagination

games, mind mapping, metaphor, visualization,

● Teaching materials (examples): graphs, maps, video, connector sets, art materials,

optical illusions, photography, picture library,

● Instructional strategies: see it, draw it, visualize it, color-code it, mind-map it,

make a video of it, take a photo of it,

● Sample educational movement (Primary Intelligence): expressive arts instruction,

● Sample teacher presentation skill: drawing/mind-mapping concepts,

● Sample activity to begin a lesson (Anticipatory Set): unusual or funny picture or

photo on the overhead.

Teaching for Kinesthetic Intelligence:

● Teaching activities (examples): hands-on learning, drama, dance, sports that

teach, tactile activities, relaxation exercises,

● Teaching materials (examples): building tools, clay, sports equipment,

manipulatives, tactile learning resources,

● Instructional strategies: build it, act it out, touch it, dance it, fix it, hold it, invent

it,

● Sample educational movement (Primary Intelligence): maker movement,

● Sample teacher presentation skill: using gestures/dramatic expressions,

 56

● Sample activity to begin a lesson (Anticipatory Set): mysterious artifact passed

around the class.

Teaching for Musical Intelligence:

● Teaching activities (examples): rhythmic learning, rapping, singing, using songs

that teach,

● Teaching materials (examples): audio recorder, audio music collection, musical

instruments,

● Instructional strategies: sing it, rap it, listen to it, chant it, play it, dance to it,

● Sample educational movement (Primary Intelligence): Orff Schulwerk,

● Sample teacher presentation skill: using voice rhythmically,

● Sample activity to begin a lesson (Anticipatory Set): relevant background music

as students are coming into class.

Teaching Interpersonal Intelligence:

● Teaching activities (examples): cooperative learning, peer or cross-age tutoring,

community involvement, social gatherings, simulations,

● Teaching materials (examples): board games, party supplies, props for role-plays,

social spaces, social media,

● Instructional strategies: teach it, collaborate on it, interact with respect to it,

● Sample educational movement (Primary Intelligence): collaborative Learning,

● Sample teacher presentation skill: dynamically interacting with students,

● Sample activity to begin a lesson (Anticipatory Set): ask students to turn to a

partner and share what they know about the objective for that day.
 57

Teaching for Intrapersonal Intelligence:

● Teaching activities (examples): individualized instruction, independent study,

electives, self-determination skill building,

● Teaching materials (examples): use of self-checking materials (e.g., answer key),

personal journals, materials, and/or equipment for project-based learning,

● Instructional strategies: connect it to your personal life, make choices about it,

reflect on it, become emotionally engaged with it,

● Sample educational movement (Primary Intelligence): individualized instruction,

● Sample teacher presentation skill: teacher sharing stories of own life to make an

emotional impression,

● Sample activity to begin a lesson (Anticipatory Set): ask students to personally

reflect on a key idea for the lesson.

Teaching for Naturalistic Intelligence:

● Teaching activities (examples): nature study, ecological awareness, care of

animals, gardening,

● Teaching materials (examples): plants, animals, naturalists' tools (e.g.,

binoculars), gardening tools,

● Instructional strategies: connect it to living things and/or natural phenomena and

systems,

● Sample educational movement (Primary Intelligence): ecological studies,

● Sample teacher presentation skill: linking subject matter to natural phenomena,

● Sample activity to begin a lesson (Anticipatory Set): an unusual plant, rock, shell,

bone, insect, or animal to spark discussion.

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Teaching for Existential Intelligence:

● Teaching activities (examples): internet, creative writing, astronomy, and journals,

● Teaching materials (examples): telescopes and computers,

● Instructional strategies: connect it to the meaning of life and significance of life

and death,

● Sample educational movement (Primary Intelligence): physics and astronomy,

● Sample teacher presentation skill: linking the topic to life or philosophical issues,

● Sample activity to begin a lesson (Anticipatory Set): telling an out of this world

(fiction) story. (Armstrong, 2018)

The ELs come to language classrooms not only with different racial, social and

educational backgrounds but also different developed and underdeveloped intelligences.

Creating an efficient learning environment might not be as challenging if the ELs are

considered as whole individuals. When the multiple intelligences theory is embedded in

instructional activities of language classrooms, the ELs are able to take advantage of their

developed intelligences as well as practice to develop the ones that are underdeveloped.

By developing each of the nine intelligences in language classrooms, the ELs will be able

to expand their capabilities to everyday life as well as different subject areas. The

discussed sections in this literature review contributed to the research questions of How

can language learners develop their multiple intelligences to become proficient language

learners through classroom activities? What are ways to create a curriculum that

includes both the traditional foundations of language teaching and multiple intelligences

theory?
 59

Summary of Literature Review

The literature of the above sections explained who the English language learners

are, different models of ESL teaching, the factors affecting their academic development,

the challenges they face as compared to their monolingual peers, what multiple

intelligences theory is and how it influence educators’ teaching strategies and they ways

students’ inclinations can be detected. The benefits of implementing multiple

intelligences’ principles in language classrooms for educators and language learners were

also mentioned. Some outside factors such as poverty and lack of parent involvement that

contribute to EL’s underachievement gap as well as ways to improve the process have

been explained. The ELs’ challenges are not always related to their lack of English

proficiency, but the ways the materials are presented to them. Understanding the fact that

language learners have different educational, cultural, and social backgrounds — as well

as multiple inclinations to learning — makes the adaptation of a whole person approach

to teaching much easier. The research has shown that, unlike the old one size fits all

teaching methodology, applying all Gardner’s Multiple Intelligences theory will enhance

learning in language classrooms effectively.

The Gap. Although there has been research on how implementing a cognitive

theory like multiple intelligences can help ELs’ language development, there hasn’t been

a research that stated how the four traditional skills reading, writing, speaking and

listening can be targeted individually in each of the intelligences of Gardner’s theory in

conjunction with four key language uses “Narrate, Inform, Explain, and Argue” (WIDA,

2021, p. 25). The capstone project will focus on language for social and instructional

purposes (WIDA standard 1) which covers a broader scope, and it can be applied better
 60

than the other four WIDA ELD Standards Statements that relate to more specific learning

areas such as math, science, social studies and language arts. Students learn through

communication to express their needs, to acknowledge their own identities, and to

establish and maintain relationships (WIDA, 2021). This capstone project will have core

lessons that will focus on activities that target each of Gardner’s nine multiple

intelligences that focus on different skills and expand the language proficiency through

key language uses as well. An English story book for intermediate ELs on immigration

will be used as the main material for teaching and learning and the ELs will be given

different activities based on all the intelligences. The capstone project will focus on

Language for social and instructional purposes (ELD-SI) and the lessons will be

described more in depth in Chapter Three. Using strategies that tap into different EL’s

intelligences to develop their language proficiency would be used across content areas

and some examples of them will be mentioned in the next chapter. The objective of each

lesson will be on understanding the language of social and instructional purposes through

four traditional skills of language learning where linguistic, and cultural backgrounds and

identities of ELs are accounted for.

Conclusion

The purpose of this literature review was to answer the following research

questions: How can language learners develop their multiple intelligences to become

proficient language learners through classroom activities? What are ways to create a

curriculum that includes both the traditional foundations of language teaching and

multiple intelligences theory? The literature described different ways that ELs could

develop their language proficiency through the principles of multiple intelligences theory.
 61

It was concluded that using multiple intelligence theory in language classrooms which

consider the EL as having different inclinations would benefit the ELs greatly. More

details on my capstone project will be provided in Chapter Three. Also, the reason behind

this research will be presented based on my personal and professional experiences. In

addition, Chapter Three will include the audience, educational setting, instructional

strategies, and possible assessments. The unit describes ways to support the ELs in

developing their multiple intelligences to increase their language proficiency levels.

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CHAPTER THREE

Project Description

Introduction and Rationale

I studied the multiple intelligences theory and its effect on the English language,

learning to help my English learners develop their language proficiency skills through

practicing their various intelligences. I learned English through the traditional methods of

rote learning, repetition, and memorization. As I started teaching, I realized that there are

more authentic approaches to teaching and learning English. I consider my students as

whole individuals who come to the classroom with different talents and capabilities.

Incorporating the principles of multiple intelligences theory could be a great start to

change the way the English learners learn the fundamental skills of the English language.

As an English as a second language (ESL)/English as a foreign language (EFL)

teacher for the past few years, I witnessed the struggles of my English learners to become

proficient language learners and I realized that they need more than what we offer them

in the classroom. Each of these students have different capabilities that the teaching

methods need to target to steer them at the correct language learning path. Therefore, in

this project, I created a unit focusing on developing skills of listening, speaking, reading,

and writing through implementing the strategies of multiple intelligence theory to answer

the two research questions of: How can language learners develop their multiple

intelligences to become proficient language learners through classroom activities? What

are ways to create a curriculum that includes both the traditional foundations of

language teaching and multiple intelligences theory?

This project capstone includes a curriculum unit which is described in the

 63

sections of introduction and rationale along with the research questions. First, the project

description section explains the theory behind the creation of this curriculum unit, as well

as the framework of Understanding by Design which influenced the planning on the unit.

Next, the setting and audience mentions that this unit is targeted for high school

intermediate-level English learners (ELs) in a sheltered English classroom. Later, the unit

outcomes and overview explain the different lessons for the whole unit as well as

effective instructional strategies based on multiple intelligences. Finally, formative and

summative assessments are being described in the assessment section along with the

research theory of multiple intelligences and materials needed for each lesson of the unit.

Project Description

I plan to teach the vocabulary of immigration as well as the regular and irregular

form of past tense, key language features of cause-and-effect such as because, since, so

that, as a result or, therefore, adverbial clause of time such as before, after, while and

when, and the language of compare-and-contrast such as similar to, compared with,

different from, and on the other hand through the multiple intelligences inspired

activities. The ELs have a story book on immigration as the context for teaching and

learning. The unit focuses on different content and language objectives for each lesson.

The ELs are going to expand their abilities through the activities that focus on each of

their intelligences every day. The unit focuses on 9-12 social studies standards as well as

standards of language arts. The ELs learn how to describe, narrate, and explain events

using the regular and irregular forms of the past tense, language features of cause and

effect, adverbial clause of time, and the key language features of compare and contrast.

Incorporating the activities based on the multiple intelligences which tap into their unique
 64

intelligences will give the ELs the opportunity to learn these important concepts through

various means. Each learner has one or several intelligences that are more advanced than

the others, and they can expand on the ones that are underdeveloped through different

activities used.

There are four lessons that focus on the vocabulary of immigration as well as four

different English language objectives. These lessons can be taught over a period of days

or weeks depending on the number of ELs in the program and their English language

development. The intended activities for each lesson are inspired by multiple intelligence

principles. The first lesson contains a pre-assessment on immigration vocabulary and past

tense verbs to check how much students already know and the formative assessment at

the end of the lesson determines how much they progressed. This lesson focuses on the

vocabulary words of immigration such as immigration, refugee, refugee camp, departure,

travel, moving, and journey followed by using and forming regular and irregular forms of

past tense. The second lesson includes a pre-assessment on the cause-and-effect language

features such as because, since, so that, as a result or, therefore. This lesson continues to

explore the key language features of cause-and-effect through different multiple

intelligences instructional activities.

The third lesson contains a pre-assessment on adverbial clauses of time such as

before, after, while and when to measure the EL’s prior knowledge. The goal of this

lesson is to explain different actions using the adverbial clauses of time such as before,

after, while and when. The fourth lesson includes a pre-assessment on the language of

compare and contrast such as similar to, compared with, different from, on the other

hand. The ELs will analyze and explain ideas using the signal words of compare and
 65

contrast such as similar to, compared with, different from, on the other hand through

various activities. The students have a copy of the story of “Brothers in Hope” to give

them a context to work on the concepts and activities. Each lesson will conclude with one

or two formative assessments to measure the EL’s understanding of the presented

materials. The summative-assessment will be on their choice story of immigration. They

decide to create, write, or retell the immigration story of themselves, a friend or a family

member.

Relevant Standards

The capstone project includes a unit on regular and irregular forms of past tense

that is taught through a leveled short story on immigration which is related to the content

of social studies. The 9-12 Minnesota state language arts standard contains the English

grammar and usage of writing or speaking that can help the ELs with using regular and

irregular forms of past tense. The following tables show the 9-12 Minnesota state

standards (Minnesota Department of Education, 2010, 2020).

Table 4

K-12 Minnesota State Social Studies Standard, 2020

Social Studies K-12

Social Studies Language

19.9.6 Use primary sources in order to understand the experiences of immigrants to the
United States and use secondary sources to understand how immigration and internal
migration changed the demographic and settlement patterns of the United States population.

Use precise language and domain-specific vocabulary to inform about or explain the topic
Note. This table demonstrates the K-12 Minnesota State Social Studies Standard.
Copyright 2020 by Minnesota Department of Education.
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Table 5

9-12 Minnesota State Language Arts Standard, 2010

Language Arts 9-12

Language Usage

9.12.11.1.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Form and use regular and irregular verbs. (e.g., walked, traveled, born, came)
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial,
prepositional) and clauses (independent, dependent; noun, relative, adverbial) to
convey specific meanings and add variety and interest to writing or presentations.

9.12.3.3 Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simply preceded them.

9.13.9.9 Compare and contrast findings presented in a text to those from other sources
(including their own experiments), noting when the findings support or contradict previous
explanations or accounts.

Note. This table demonstrates Note. This table demonstrates the K-12 Minnesota State
Language Arts Standard. Copyright 2010 by Minnesota Department of Education.

Framework

Theory of Multiple Intelligences

My capstone project is based on the theory of Multiple Intelligence which was

introduced in 1983 by Howard Gardner in his book, Frames of Mind. He believes that the

nine intelligences of visual-spatial, linguistic-verbal, interpersonal, intrapersonal,

logical-mathematical, musical, bodily-kinesthetic, and naturalistic, existential are lifelong

learning tools (Campbell et al., 2004). My project includes activities that are influenced

by these intelligences. Although today’s instruction is more focused on targeting different

 67

learning styles, the holistic approaches to instruction and assessment tap into different

capabilities of learners. As the schools focus on more integrated and holistic approaches

to curriculum and teaching, adaptive models such as multiple intelligences have been

developed (Fogarty & Stoehr, 2008).

The curriculum unit in this research focuses on all nine intelligences. The

included activities tap into all intelligences either the ones that are already developed or

the ones that are less developed for each learner. For example, those ELs who are more

visual can be reached by using visuals like pictures, posters, and videos or those who are

more naturally developed can learn deeper by talking about animal migration patterns.

Tamilselvi & Geetha (2015) believe when multiple intelligence theory is integrated into

the planning, teaching and assessment, EL teachers can find a better understanding of the

content as compared to the traditional teaching style of adopting one method for the

whole class of learners with various intelligences.

My ELs come from different racial, language, and social backgrounds which

inspired me to investigate Gardner’s theory as a model to implement in a language

classroom. His theory considers learners as whole individuals with various capabilities

that can be developed through practice in the classroom. Although Gardner’s theory did

not directly describe ways of learning and teaching English language, it basically

includes what good teachers have always done in their teaching practices of moving

beyond textbooks and the blackboard to develop students’ capabilities (Armstrong,

2018).
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Multiple Intelligences Teaching Methods

There are numerous teaching tools in MI theory that are different from the

traditional teacher-centered mode of teaching (Armstrong, 2018). Campbell et al. (2004)

recommend that the educators pick two or three intelligences to focus on after choosing

their particular content idea. This way the learners have a variety of opportunities to gain

knowledge and the teachers are challenged to utilize new methods to present the

materials. In this project, the ELs practice their nine intelligences every day through

activities that are inspired by the theory of multiple intelligences.

Understanding by Design

The other framework that guided the design of this curriculum unit is

Understanding by Design (Wiggins & McTighe, 2011). The main objective of the

understanding by design framework is to consider the outcome of instruction. This

framework supports the planning of multiple intelligences integrated lessons that help the

ELs understand the language of past tense, cause-and-effect, adverbial clause of time and

compare and contrast. Later, the ELs use their learning to write and speak about

immigration and their stories. By the three stages of the “backward-design” process, I

determined the required results of each language objective, the kind of evidence that

should be seen to prove that they developed in each language objective, and my planning

on how this goal is achieved (Wiggins & McTighe, 2011).

Setting and Audience

This capstone project focuses on creating a curriculum unit which will be used in

an ESL classroom. The setting will be a sheltered English classroom for intermediate

level of high school students of 9-12 grades where all the language proficiency skills of
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listening, speaking, reading, and writing will be targeted. The students for this project

will be students with different home languages. Although the unit focuses on 9-12

standards, other educators in other grade levels with ELs in their classrooms can

implement this curriculum unit to ensure their learners comprehend the different language

objectives targeted in these lessons.

Unit Outcomes and Overview

This project’s long-term goal for the ELs is to develop their multiple intelligences

to become proficient language learners in all four domains of language learning. I also try

to help them apply the language knowledge that they acquired to other subject areas as

well as their daily life activities. For example, in social studies, history and science, they

need to be able to use the past tense of verbs to talk about events, experiments or social

activities that happened in the past or compare the results. They are going to be able to

comprehend the language of the past tense,compare-and-contrast, adverbial, and

cause-and effect. In addition, they describe their life events such as their immigration

stories using adverbial clauses of time as well as the effects it had on their lives. As the

ELs develop their multiple inclinations through the MI inspired activities, they will be

able to understand and describe various concepts that they are exposed to.

The unit is based on a short story which works as the context for the lesson

planning. The context is about an immigration story that lines with social studies

standards. The ELs studied the related vocabulary of immigration in a previous unit, so

that they have the required knowledge to comprehend the text and use the vocabulary for

different future activities. The main objective of the lessons is the understanding of

different language functions of past tense, cause-and-effect, adverbial clauses of time,

 70

and compare-and-contrast through multiple intelligences inspired activities which would

expand their various intelligences in the process as well as expanding the four domains of

language learning skills.

First, the focus will be on reading the short story “The Lost Boys of Sudan” by

Mary Williams to comprehend the text with the help of the vocabulary that they studied

in the previous lesson. I also like the ELs to get a sense of the story which is told in the

language of past tense to be able to recognize it when read or heard. Later, I like them to

use the language of past tense, cause-and-effect, adverbial clauses of time, and compare

and contrast as well as the vocabulary of immigration through various MI inspired

activities that would guide them in using the language in different domains of listening,

speaking, reading, and writing.

I plan to give a pre-assessment before I start each lesson to have a better

understanding of how much the ELs know, how to direct my instruction and activities,

and where to focus more. I put together a test that targets all four domains of language

learning as well as all the language functions that are being taught.

Instructional Strategies

To develop a unit based on multiple intelligences principles, all the EL’s

intelligences are accounted for. Each student learns best in their more developed

intelligences; however, they will be exposed to activities that might be more challenging

for them as well. These challenges help the ELs develop all their capabilities through

activities that target each of their nine intelligences. Language learning through the MI

instructional strategies makes it possible for the ELs to be more involved in the learning

experiences
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Assessments

This project includes assessments that provide information from the

pre-assessment to see how much the ELs already know about different language

objectives before starting each lesson. Armstrong (2018) asserts that in a multiple

intelligences inspired classroom, the assessment must be restructured to assess the

learner’s progress. Its methodology goes beyond the standardized or other formal types of

tests such as multiple-choice or fill-in-the-blank tests and measures students’

comprehension of material more in depth (Armstrong, 2018).

Pilot Assessments

I created informal pilot assessments as a part of this project that targets some of

the intelligences described in the multiple intelligences theory to include all the ELs’

inclinations in testing as well. The purpose of these assessments are to understand how

much the ELs know about different language objectives of each lesson and finally

compare the results with the summative assessment to measure the learners’

development.

Formative and Summative Assessments

Multiple intelligences theory supports the implementation of both formative and

summative assessments. The tests must only be used to determine the progress of each

student without comparing them to meet their needs and help educators adjust their pace

and strategies. In this project, the progress of the ELs is measured by short quizzes or oral

interactions with the teacher at the end of each lesson. For the summative assessment,

students will create their personal narratives either written or visual that reflect their

experiences immigrating to the United States. Students will include and describe their
 72

setting and characters. Students will use past tenses of verbs, adverbial clauses of time,

cause-and-effect, compare-and-contrast, and a variety of sentence structures using

different functions of the English language.

Project Timeline

The development of this project started in February 2022 and will conclude in

August 2022. As I learned English as a second language, I am familiar with the

challenges in the process. It is proven that not all language learners acquire the language

in the same way. Although the cognitive processing for each learner is different, the ways

that they learn the language are different as well. At the beginning of this semester, I

started to reflect on a topic that is personally important to me and would be beneficial to

the EL population. I began to do research on multiple intelligences and its

implementation in English language classrooms to target the intelligences of all learners

to develop their skills of listening, speaking, reading, and writing. By the end of this

month, I will complete my first three chapters of this capstone project to clearly

understand how to create the project. As I researched more, I realized that I have an

opportunity to develop the proficiency of the ELs in all four domains of language

learning skills through the classroom activities, and for the outcome I focus on all

domains of language learning skill. I will develop my unit project in summer 2022 which

focuses on social studies and language arts standards of 9-12 with a short story on

immigration as a context. It is a leveled reader for ELs’ intermediate level. The intended

materials and activities for ELs in this curriculum unit will be included in the summer of

2022.
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Conclusion

In this chapter, I provided an overview of my capstone project and explained its

rationale. The frameworks, setting, audience, and outcomes were explained to give a

better idea of what the project will consist of. This chapter included instructional

strategies and different assessments, as well as research theories that inspired the idea

behind this capstone project. The project outcome and overview section provided the

desired outcome of this project. Chapter Four is a reflection on the process involved in

creating this project which focuses on the research questions: How can language learners

develop their multiple intelligences to become proficient language learners through

classroom activities? What are ways to create a curriculum that includes both the

traditional foundations of language teaching and multiple intelligences theory?

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CHAPTER FOUR

Conclusion

Introduction

I created a curriculum unit focusing on developing skills of listening, speaking,

reading, and writing through implementing the strategies of multiple intelligences theory

to answer the two research questions of: How can language learners develop their

multiple intelligences to become proficient language learners through classroom

activities? What are ways to create a curriculum that includes both the traditional

foundations of language teaching and multiple intelligences theory? To answer these

questions, I mentioned the reasons behind this research based on my personal and

professional experiences. I also described various ways that the English learners (ELs)

can develop their language proficiency through the principles of multiple intelligences

theory in the review of literature. After reviewing the literature, I created a social studies

unit based on a short story that would help ELs develop their English language skills

through the activities inspired by multiple intelligences theory. The intelligences

developed can go beyond language classrooms and be used across content areas.

What I learned through this capstone project as a researcher and designer of a unit

with activities inspired by multiple intelligences theory in an English classroom is

described in this chapter. A brief review of the literature that supported my research

questions is also included. I examine the implications and limitations regarding this

project. This chapter includes a summary of related research projects, and I explained

how I applied the results to my teaching. Lastly, I describe how this capstone project was

beneficial to the teaching and the ELs.

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Capstone Reflection

As a part of this capstone project, I reflected on my professional and personal

growth. As I started out planning the unit, I had many different ideas on how to approach

the activities that are inspired by multiple intelligences theory. I found books that focused

on creating curriculum units through multiple intelligences across content areas, but my

main focus was on ELs. However, the books gave me solid ideas on how to base my

lessons and helped me how to create a unit that builds on each other. I chose the book

“Brothers in Hope” with the theme of immigration and war to create my lessons based on

it. I found different language functions that were useful to ELs and created the lessons.

Each lesson focuses on covering one language function followed by multiple

intelligences inspired activities that each contain formative assessments as well. I decided

to include only one textbook so that the ELs read the textbook multiple times to

comprehend the text and the language functions better each time. The theme of the

textbook was very relevant to the lives of many ELs in the classroom and I believe that

the ELs connect with the boys' experiences easier.

Regarding my personal growth, I realized that creating a unit was easier than I

thought. During my teaching years, I used teacher guides or materials from books or

online. As I started writing the first lesson, writing the others went smoothly because the

ideas became more tangible, and the process of moving on to the next lessons became

less challenging. I also became more confident in creating new and different lessons

when a curriculum was not readily available. I believe that I can create lessons that

include new concepts from different content areas, such as science and math.The

engaging activities that I created based on multiple intelligences theory, the state
 76

standards, and my experiences would help the ELs develop their language skills in

specific content areas. Working on this capstone project made me realize that working

with co-workers to meet the needs of ELs is very essential and creating activities based

on multiple intelligences theory make it easier to plan units ahead.

Major Learnings

As I developed the lessons inspired by multiple intelligences theory, I realized

that there are many ways to help ELs develop their English language skills. The textbook

that I chose was considered a social studies unit on immigration, but the language

functions that were targeted are used across different content areas. In science, the

students need to compare and contrast the results using keywords that will answer

questions like: “does the kind of water (fresh or salt) affect how long it takes an ice cube

to melt?” The answers to this question require the use of keywords of unlike, similar, or

the same. For language arts, we often use the past tense of the verbs either regular or

irregular, such as: “what did you do on the weekend?” For math, the language of problem

solving is essential for ELs. They need the keywords of cause-and-effect such as since,

therefore, and because to explain the solution. Here is an example of an equation: “Anna

has 24 pencils which is 8 fewer than Julio has. How many pencils does Julio have?” The

teacher tries to explain the problem like this: "Here's Anna's 24." Then, the teacher draws

24 pencils to show 24. "Here's Julio’s; he has more because Anna has fewer than he

does". She draws 24 pencils to represent 24 and add 8 more. "So Julio has more than 24.

How many more? 8. So what is Julio's total? 32."

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Connections to Literature Review

As a researcher, I learned that there are many factors, including personal,

educational, racial, and geographical factors, that affect the EL’s language learning

process. According to the National Center for Education Statistics (2022), the percentage

of students in the United States’ public schools who were English language learners

(ELLs) was higher in fall 2018 (10.2 percent, or 5.0 million students) than in fall 2010

(9.2 percent, or 4.5 million students). Every year, new groups of EL come to the United

States from different parts of the world that need to be accounted for. In this process, the

teachers need to consider each student as a unique individual who possesses multiple

developed and underdeveloped intelligence that they bring to their classrooms.

Howard Gardner’s Multiple Intelligences theory worked as the main framework

in creating my curriculum unit. Although the theory is not used for determining which

intelligence a person possesses, it helps in developing all nine by proper activities

(Armstrong, 2018). In addition, all the nine intelligences work together and there is no

single intelligence that works on its own in real life. There is always an interaction among

the intelligences (Gardner, 2006). Considering Gardner’s emphasis, I planned activities

that focus on a particular intelligence but include other intelligences to have the task

completed. In this regard, all or a few language skills such as speaking, reading, writing

and listening are targeted. For example, to find the past tense verbs, the ELs need to read

the textbook (linguistic intelligence), simply follow the instructions (number/logic

intelligence), mention them in their groups or class (interpersonal Intelligence), and

eventually create their own narrative (intrapersonal intelligence). Also, going beyond the
 78

traditional ways of teaching a new language encouraged many language teachers to

model multiple intelligences theory in their classrooms.

After reviewing the literature, I learned that it is essential to connect instruction

and the curriculum to students’ lives where their community, home, and school

experiences are included. Connecting education to the EL learners’ lives closes the gap

between the community’s dominant language and EL’s home languages (Rodgers, 2002).

I chose a book that narrates the story of war and immigration and most of the ELs can

relate to the experiences. As the ELs make the connections, the previously learned

materials become stronger and make the new knowledge easier to acquire. Also, using

activities that are relevant to EL’s lives, home and community leads to stronger retention

and comprehension. These activities introduce the concepts in a way that are more in line

with the ELs perceptions (Hamayan et al., 2013).

Another connection I made with the literature review was related to one of the

traditional language skills of speaking. According to communicative competence theory,

which was introduced by Hymes, the speaker needs to have the knowledge of both the

language and culture. Some engaging and meaningful activities such as role play, class

discussion, interviews, and cooperative learning which as based on communicative

competence approach were used in this curriculum unit for the ELs (Wright, 2015). When

it comes to the listening skill, the ELs need to learn strategies to enhance understanding

by processing linguistic input, when they use context and background knowledge to build

an abstract framework for understanding, they are using a top-down process. Listeners

use bottom-up processes when they gradually combine larger units from words up to

discourse-level to create meaning (Vandergrift, 2004). Watching videos and movies on

 79

the same topic as their textbook makes it easier for them to listen for the ideas that are

familiar and eventually more understandable. Also, to develop the EL’s reading skill,

teachers need to provide different sources to create background knowledge regarding a

specific topic. If the ELs are asked to write about their immigration story or war, reading

books with similar topics will give them the required background knowledge as well as

the desired language structure and function (Wright, 2015).

Professional Significance

This capstone project is significant because it has the potential to help ELs in

developing their English language skills through activities inspired by multiple

intelligences theory. The activities in each lesson are labeled to focus on one intelligence,

however, the lessons involve a few different intelligences. In addition, each activity

targets one or two language skills to make it more engaging and fun to complete. The ELs

in sheltered English classroom benefit from learning regular and irregular past tense

forms (e.g., walked, traveled, born, came), adverbial clause of time such as before, after,

while, and when, the cause-and-effect language features such as because, since, so that,

as a result or, therefore, and language of compare-and-contrast such as similar to,

compared with, different from, on the other hand. Learning, using and forming these

language features can go beyond language classroom and become a part of their everyday

language both at their schools and everyday lives.

Implications. My capstone project has several implications in the areas of ELs

from different home languages, ESL teachers, other content area teachers, and the

development of English language proficiency through multiple intelligence theory. The

most important implication is that the ELs have an active role in their learning where they
 80

are always engaged in the process and all their inclinations are involved. Their nine

intelligences are constantly involved in each activity not only to develop their language

proficiency but also their underdeveloped intelligences. Also, they have the opportunity

to expand their four language skills of listening, speaking, reading, and writing through

discussion, interviews, journal taking, drawing, making posters, charts and graphs. This

capstone project needs the support of EL teacher, and paraprofessional in supporting the

ELs with their English language development. This unit can also be modified to be used

in different grade levels of language proficiency. The textbook is also chosen based on

the proficiency level of the particular ELs population and can be replaced for other

language proficiency levels.

Creating this unit gave me different ideas on how to expand the multiple

intelligences inspired lessons beyond the language classrooms. The EL teacher can

collaborate with art, music, and gym teachers for the activities that are intended to

develop musical, spatial, and bodily-kinesthetic intelligences. In addition, the teacher in

other content areas can adopt the multiple intelligences framework to create their own

lesson plans with the help of the EL teacher to both introduce and reinforce the materials

covered in different classes.

Limitations. I came across a few limitations when I was creating this unit.

Ideally, the activities in each lesson are intended for the sheltered EL classroom with a

limited number of students. Otherwise, the EL teacher needs the support of a

paraprofessional. Managing some of the activities such as interpersonal activities which

happen in small groups might be difficult to manage because the teacher needs to
 81

circulate the room to check on each group. Also, this unit can be modified to

accommodate the EL classroom depending on the class size.

Another limitation I thought of as I was creating the unit was how to include

activities that target all the nine intelligences in one session. Since I created this unit for

an EL classroom, the four traditional skills of listening, reading, reading, and writing had

to be included. This way, one or two activities can be done in one day to achieve the

purpose of developing the intended skills as well. In this unit, the ELs are asked to draw,

create, write, and interview regarding their immigration story. They drew a landscape

from their home country, and they needed to share with the classroom. It was more

beneficial and encouraging if they had enough time to present their drawing and explain

it. If the class time is only spent on the activities, the ELs will not have time to share. On

the other hand, it came to my attention that the activities might become boring if we go

over activities that cover all nine intelligences and no time will be left to assess and

reflect.

Future Steps

I would like to implement this unit in my own classroom to determine the

language development of my ELs first. The pre-assessments which are followed by

different activities after each lesson are ways to show the degree of the ELs achievement.

Science, math, gym, and music teachers can adopt the templates from this unit to develop

their lessons in order to reinforce the language of past tense verbs, cause-and-effect,

adverbial clauses of time, and compare-and-contrast. I plan to share this unit with other

EL teachers and educators in different content areas who are interested in conducting

their instructions through multiple intelligences theory.

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Conclusion

Before creating this unit, my biggest challenge was considering how to help ELs

develop their language proficiency through more engaging and creative ways that would

benefit them not only at school but also throughout their everyday lives. I also considered

the kind of language functions that they would need to learn that would help them in

different content areas. This guided me to my research questions: How can language

learners develop their multiple intelligences to become proficient language learners

through classroom activities? What are ways to create a curriculum that includes both

the traditional foundations of language teaching and multiple intelligences theory?

I explored my personal and professional journeys throughout this capstone project

and expanded my vision on ELs and their language proficiency development. Reviewing

literature on ELs’ learning and their challenges helped me in developing four engaging

lessons that will support their needs in a creative way. My research on multiple

intelligence theory and its implications in education broaden my view on a new way of

creating lessons that go beyond the traditional ways of teaching a new language. Creating

this unit helped me in understanding how to support ELs in developing their language

skills through a new framework. My expectations of the unit outcomes, lessons,

assessments were determined before developing each lesson.

In this chapter, I reflected on what I learned from creating my capstone project

and how it connected to the literature review. I also included my personal and

professional growth as I created this unit. After completing this unit, I explored the

implications and limitations which helped me to explain future steps that I would like to

take involving this capstone project. If I can support my colleagues, as well as the
 83

students with the unit, then I have succeeded. I am confident in the knowledge that I

gained from creating this unit, because I will be able to use what I learned along the

process in my ESL classroom.

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