Publicação
Multimodal Texts and the development of Multiple Intelligences in EFL
| Resumo: | This paper explores the integration of Howard Gardner's Theory of Multiple Intelligences (TMI) into Teaching English as a Foreign Language (TEFL) to develop a comprehensive and inclusive approach to language learning. Drawing upon Gardner's theory and the use of multimodal texts, the paper examines both the theoretical framework and the practical implications of incorporating diverse intelligences and materials into EFL instruction, applied on the practicum in Agrupamento de Escolas Ibn Mucana. Using an Action Research model, this report offers insights into the design of activities, assessment of learner proficiency, and the fostering of a learner-centered classroom environment that respects individual differences, with authentic multimodal texts serving as the primary source of materials. |
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| Autores principais: | Abrantes, Marta Maria de Sousa Martins Rocha e |
| Assunto: | Ensino de Inglês como Língua Estrangeira Inteligências Múltiplas Texto multimodal EFL Relatório de estágio Multiple Intelligences Multimodal texts |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso embargado |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| Resumo: | This paper explores the integration of Howard Gardner's Theory of Multiple Intelligences (TMI) into Teaching English as a Foreign Language (TEFL) to develop a comprehensive and inclusive approach to language learning. Drawing upon Gardner's theory and the use of multimodal texts, the paper examines both the theoretical framework and the practical implications of incorporating diverse intelligences and materials into EFL instruction, applied on the practicum in Agrupamento de Escolas Ibn Mucana. Using an Action Research model, this report offers insights into the design of activities, assessment of learner proficiency, and the fostering of a learner-centered classroom environment that respects individual differences, with authentic multimodal texts serving as the primary source of materials. |
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