Promoting multiple intelligences in the english language classroom through the multisensory approach
This paper describes the experience of the research internship in the teaching of English as a foreign language in a public school in Montería. The purpose of this was to establish the findings after having used the multisensory approach as a way to encourage and improve the different types of intel...
- Autores:
-
Herrera Yanez, Sandra Paola
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/7160
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/7160
- Palabra clave:
- Enfoque multisensorial
Inteligencias múltiples
Estrategias sensoriales
Aprendizaje a edades tempranas
Multisensory approach
Multiple intelligences
Multisensory strategies
Early childhood education
- Rights
- openAccess
- License
- Copyright Universidad de Córdoba, 2023
| Summary: | This paper describes the experience of the research internship in the teaching of English as a foreign language in a public school in Montería. The purpose of this was to establish the findings after having used the multisensory approach as a way to encourage and improve the different types of intelligence and develop effective learning of the English language in the preschool students of the Antonia Santos school. To achieve this, several lessons were designed taking into account different pedagogies (Multisensory Approach, Theory of Multiple Intelligences) to support the methodology and activities developed in the process during the internship. Consequently, three main results can be reported. In the first place, the students demonstrated through their performance and participation which way it was easier for them to learn. Secondly, it was evidenced due to the interest of the students in the use of multisensory activities that the different types of intelligence identified were highly encouraged. Thirdly, the performance results obtained at the end of the process accounted for the significant improvement in the types of intelligence in the students. All this significantly helped the effective learning that the students had regarding the learning of the English language. |
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