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This paper argues for the "nurture" side of the "nature versus nurture" debate of the nature of intelligence. It argues for the theory of multiple intelligences in relation to sociocultural and cognitive perspectives of second language learning. A brief historical overview of intelligence is presented, and classroom practices that lead to opportunities for successful learning experiences for limited English proficient students at the elementary school level are provided. Two appendices, "Informal Inventory of Multiple Intelligences" and "ESOL-Related Language and Content Area Needs across the Intelligences," are included. (Contains 35 references.) (KFT)

This paper describes "Ditch the Dictionary," a college faculty development workshop at Johnson and Wales University (Rhode Island) that applies the theory of multiple intelligences to vocabulary development and reading instruction in the English-as-a-Second-Language classroom. It was found that the institution's international and immigrant students were anxious about vocabulary use, overused the dictionary, and felt real learning was always by rote learning, traits not found compatible with good reading practice. A classroom technique for opening a reading course is described: having students reflect on a memorable learning event, so that they may realize that individuals process information in different ways. Theories of multiple intelligences and learning styles are then reviewed briefly, and a list of internal questions used by good readers to attack a new word is offered, along with several additional techniques. (Contains 16 references, and a list of ten ways to apply multiple intelligences theory in the ESL vocabulary class is appended.) (MSE)

This paper describes "Ditch the Dictionary," a college faculty development workshop at Johnson and Wales University (Rhode Island) that applies the theory of multiple intelligences to vocabulary development and reading instruction in the English-as-a-Second-Language classroom. It was found that the institution's international and immigrant students were anxious about vocabulary use, overused the dictionary, and felt real learning was always by rote learning, traits not found compatible with good reading practice. A classroom technique for opening a reading course is described: having students reflect on a memorable learning event, so that they may realize that individuals process information in different ways. Theories of multiple intelligences and learning styles are then reviewed briefly, and a list of internal questions used by good readers to attack a new word is offered, along with several additional techniques. (Contains 16 references, and a list of ten ways to apply multiple intelligences theory in the ESL vocabulary class is appended.) (MSE)

This paper describes "Ditch the Dictionary," a college faculty development workshop at Johnson and Wales University (Rhode Island) that applies the theory of multiple intelligences to vocabulary development and reading instruction in the English-as-a-Second-Language classroom. It was found that the institution's international and immigrant students were anxious about vocabulary use, overused the dictionary, and felt real learning was always by rote learning, traits not found compatible with good reading practice. A classroom technique for opening a reading course is described: having students reflect on a memorable learning event, so that they may realize that individuals process information in different ways. Theories of multiple intelligences and learning styles are then reviewed briefly, and a list of internal questions used by good readers to attack a new word is offered, along with several additional techniques. (Contains 16 references, and a list of ten ways to apply multiple intelligences theory in the ESL vocabulary class is appended.) (MSE)

This paper describes "Ditch the Dictionary," a college faculty development workshop at Johnson and Wales University (Rhode Island) that applies the theory of multiple intelligences to vocabulary development and reading instruction in the English-as-a-Second-Language classroom. It was found that the institution's international and immigrant students were anxious about vocabulary use, overused the dictionary, and felt real learning was always by rote learning, traits not found compatible with good reading practice. A classroom technique for opening a reading course is described: having students reflect on a memorable learning event, so that they may realize that individuals process information in different ways. Theories of multiple intelligences and learning styles are then reviewed briefly, and a list of internal questions used by good readers to attack a new word is offered, along with several additional techniques. (Contains 16 references, and a list of ten ways to apply multiple intelligences theory in the ESL vocabulary class is appended.) (MSE)

This paper describes "Ditch the Dictionary," a college faculty development workshop at Johnson and Wales University (Rhode Island) that applies the theory of multiple intelligences to vocabulary development and reading instruction in the English-as-a-Second-Language classroom. It was found that the institution's international and immigrant students were anxious about vocabulary use, overused the dictionary, and felt real learning was always by rote learning, traits not found compatible with good reading practice. A classroom technique for opening a reading course is described: having students reflect on a memorable learning event, so that they may realize that individuals process information in different ways. Theories of multiple intelligences and learning styles are then reviewed briefly, and a list of internal questions used by good readers to attack a new word is offered, along with several additional techniques. (Contains 16 references, and a list of ten ways to apply multiple intelligences theory in the ESL vocabulary class is appended.) (MSE)

This paper describes "Ditch the Dictionary," a college faculty development workshop at Johnson and Wales University (Rhode Island) that applies the theory of multiple intelligences to vocabulary development and reading instruction in the English-as-a-Second-Language classroom. It was found that the institution's international and immigrant students were anxious about vocabulary use, overused the dictionary, and felt real learning was always by rote learning, traits not found compatible with good reading practice. A classroom technique for opening a reading course is described: having students reflect on a memorable learning event, so that they may realize that individuals process information in different ways. Theories of multiple intelligences and learning styles are then reviewed briefly, and a list of internal questions used by good readers to attack a new word is offered, along with several additional techniques. (Contains 16 references, and a list of ten ways to apply multiple intelligences theory in the ESL vocabulary class is appended.) (MSE)

This paper describes "Ditch the Dictionary," a college faculty development workshop at Johnson and Wales University (Rhode Island) that applies the theory of multiple intelligences to vocabulary development and reading instruction in the English-as-a-Second-Language classroom. It was found that the institution's international and immigrant students were anxious about vocabulary use, overused the dictionary, and felt real learning was always by rote learning, traits not found compatible with good reading practice. A classroom technique for opening a reading course is described: having students reflect on a memorable learning event, so that they may realize that individuals process information in different ways. Theories of multiple intelligences and learning styles are then reviewed briefly, and a list of internal questions used by good readers to attack a new word is offered, along with several additional techniques. (Contains 16 references, and a list of ten ways to apply multiple intelligences theory in the ESL vocabulary class is appended.) (MSE)

This paper describes "Ditch the Dictionary," a college faculty development workshop at Johnson and Wales University (Rhode Island) that applies the theory of multiple intelligences to vocabulary development and reading instruction in the English-as-a-Second-Language classroom. It was found that the institution's international and immigrant students were anxious about vocabulary use, overused the dictionary, and felt real learning was always by rote learning, traits not found compatible with good reading practice. A classroom technique for opening a reading course is described: having students reflect on a memorable learning event, so that they may realize that individuals process information in different ways. Theories of multiple intelligences and learning styles are then reviewed briefly, and a list of internal questions used by good readers to attack a new word is offered, along with several additional techniques. (Contains 16 references, and a list of ten ways to apply multiple intelligences theory in the ESL vocabulary class is appended.) (MSE)

This paper will demonstrate how to enhance second language (L2) learners' linguistic and cultural competencies through the use of the Multiple Intelligences Film Teaching (MIFT) model. The paper will introduce two ideas to teachers of English as a Second/Foreign Language (ESL/EFL). First, the paper shows how L2 learners learn linguistic and cultural competencies by responding to teachers' interactional feedback. Second, the presentation presents how Multiple Intelligences (MI) activities can encourage L2 learners' motivation to acquire these competencies when responding to the interactional feedback. Third, the paper also illustrates how to construct MIFT model based on the theories of interactive feedback, noticing the gap and Multiple Intelligence. Last, examples will be presented sharing how to use the MIFT model through the incorporation of MI activities, such as reader's theater, role play, read aloud, oral presentation, task-based activity, process writing, and journal writing.

This paper will demonstrate how to enhance second language (L2) learners' linguistic and cultural competencies through the use of the Multiple Intelligences Film Teaching (MIFT) model. The paper will introduce two ideas to teachers of English as a Second/Foreign Language (ESL/EFL). First, the paper shows how L2 learners learn linguistic and cultural competencies by responding to teachers' interactional feedback. Second, the presentation presents how Multiple Intelligences (MI) activities can encourage L2 learners' motivation to acquire these competencies when responding to the interactional feedback. Third, the paper also illustrates how to construct MIFT model based on the theories of interactive feedback, noticing the gap and Multiple Intelligence. Last, examples will be presented sharing how to use the MIFT model through the incorporation of MI activities, such as reader's theater, role play, read aloud, oral presentation, task-based activity, process writing, and journal writing.

This paper will demonstrate how to enhance second language (L2) learners' linguistic and cultural competencies through the use of the Multiple Intelligences Film Teaching (MIFT) model. The paper will introduce two ideas to teachers of English as a Second/Foreign Language (ESL/EFL). First, the paper shows how L2 learners learn linguistic and cultural competencies by responding to teachers' interactional feedback. Second, the presentation presents how Multiple Intelligences (MI) activities can encourage L2 learners' motivation to acquire these competencies when responding to the interactional feedback. Third, the paper also illustrates how to construct MIFT model based on the theories of interactive feedback, noticing the gap and Multiple Intelligence. Last, examples will be presented sharing how to use the MIFT model through the incorporation of MI activities, such as reader's theater, role play, read aloud, oral presentation, task-based activity, process writing, and journal writing.