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 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.1. INTRODUCTION ................................................................................................................................ 92. PEDAGOGIES ...................................................................................................................................132.1. How do children between 5-7 years old learn? 132.2. The Multisensory Approach 142.2.1. Benefits of The Multisensory Approach in early childhood education 152.3. Multiple Intelligences Theory (Howard Gardner) 162.4. Correlation between The Multisensory Approach and Multiple Intelligences (Self elaboration) 183. METHODOLOGY .............................................................................................................................224. RESULTS ...........................................................................................................................................334.1. Students’ Growth 364.2. Teacher’s Growth 375. CONCLUSIONS AND RECOMMENDATIONS .............................................................................406. LIMITATIONS...................................................................................................................................437. REFERENCES ...................................................................................................................................468. APPENDIX.........................................................................................................................................48PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésPasantía