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Promoting multiple intelligences in the english language classroom through the multisensory approach

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dc.contributor.advisorRomero, Yanilisspa
dc.contributor.authorHerrera Yanez, Sandra Paolaspa
dc.contributor.educationalvalidatorRomero, Yanilisspa
dc.date.accessioned2023-02-20T19:30:08Z
dc.date.available2023-02-20T19:30:08Z
dc.date.issued2023-02-20
dc.description.abstractThis 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.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. INTRODUCTION ................................................................................................................................ 9spa
dc.description.tableofcontents2. PEDAGOGIES ...................................................................................................................................13spa
dc.description.tableofcontents2.1. How do children between 5-7 years old learn? 13spa
dc.description.tableofcontents2.2. The Multisensory Approach 14spa
dc.description.tableofcontents2.2.1. Benefits of The Multisensory Approach in early childhood education 15spa
dc.description.tableofcontents2.3. Multiple Intelligences Theory (Howard Gardner) 16spa
dc.description.tableofcontents2.4. Correlation between The Multisensory Approach and Multiple Intelligences (Self elaboration) 18spa
dc.description.tableofcontents3. METHODOLOGY .............................................................................................................................22spa
dc.description.tableofcontents4. RESULTS ...........................................................................................................................................33spa
dc.description.tableofcontents4.1. Students’ Growth 36spa
dc.description.tableofcontents4.2. Teacher’s Growth 37spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS .............................................................................40spa
dc.description.tableofcontents6. LIMITATIONS...................................................................................................................................43spa
dc.description.tableofcontents7. REFERENCES ...................................................................................................................................46spa
dc.description.tableofcontents8. APPENDIX.........................................................................................................................................48spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7160
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsMultisensory approacheng
dc.subject.keywordsMultiple intelligenceseng
dc.subject.keywordsMultisensory strategieseng
dc.subject.keywordsEarly childhood educationeng
dc.subject.proposalEnfoque multisensorialspa
dc.subject.proposalInteligencias múltiplesspa
dc.subject.proposalEstrategias sensorialesspa
dc.subject.proposalAprendizaje a edades tempranasspa
dc.titlePromoting multiple intelligences in the english language classroom through the multisensory approachspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesDaniels, M. (2003). Using a signed language as a second language for kindergarten students. Child Study Journal, 33(1), 53-70.spa
dcterms.referencesDr. Jubran, S. (2012). USING MULTI SENSORY APPROACH FOR TEACHING ENGLISH SKILLS AND ITS EFFECT ON STUDENTS' ACHIEVEMENT AT JORDANIAN SCHOOLS. CORE. https://core.ac.uk/download/pdf/328023457.pdfspa
dcterms.referencesGardner, H. (1983). Frames of mind: The theory of multiple intelligences. U.S.A: Basic Books.spa
dcterms.referencesGardner, H. E. (2000;1999) Intelligence reframed: Multiple intelligences for the 21st century.spa
dcterms.referencesKalivoda, T. B. (1978). Increasing communication with multi-sensory exercises. Hispania, 61(4), 923-926. Retrieved November 11, 2003, from JSTORspa
dcterms.referencesLee, L. & Lin, S. (2015). The Impact of Music Activities on Foreign Language, English Learning for Young Children. Researchgate.net. https://www.researchgate.net/profile/Liza-Lee- 2/publication/301694127_The_Impact_of_Music_Activities_on_Foreign_Language_English_Le arning_for_Young_Children/links/572316cb08ae586b21d5cfc1/The-Impact-of-Music-Activitieson-Foreign-Language-English-Learning-for-Young-Children.pdfspa
dcterms.referencesMartin, B. (2000). Multisensory Approaches and Learning Styles Theory in the Elementary School: Summary of Reference Papers. (ED432388). ERIC. https://files.eric.ed.gov/fulltext/ED432388.pdfspa
dcterms.referencesMurphy, Nancy. (1997, May). A multisensory vs. conventional approach to teaching spelling. Unpublished masters thesis, Kean College, New Jersey, USA. (Eric Document Reproduction Service No. ED 405 564)spa
dcterms.referencesŞener, S. & Çokçalışkan A. (2018) An Investigation between Multiple Intelligences and Learning Styles.( EJ1170867). ERIC. https://files.eric.ed.gov/fulltext/EJ1170867.pdfspa
dcterms.referencesSternberg, R.J. (2003). Creative Thinking in the Classroom. Scandinavian Journal of Educational Research, 47(3). https://doi.org/10.1080/00313830308595spa
dcterms.referencesYavich, R. & Rotnitsky, I. (2020) Multiple Intelligences and Success in School Studies. (EJ1277917). ERIC. https://files.eric.ed.gov/fulltext/EJ1277917.pdfspa
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oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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