On Designing Lesson Plans for Improving Primary Intercultural Speakers’Multiple Intelligence and Cultural Intelligence
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This study aims at suggesting the way of designing lesson plans for improving intercultural speakers’ multiple intelligence and cultural intelligence. To achieve the purpose, components of the multiple intelligence(Linguistic, Logical-mathematical, Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist) and the cultural intelligence(metacognitive, cognitive, motivational, behavioral intelligence) were reviewed considering the level of primary learners. Also, two lesson plans were analysed in the aspect of the multiple intelligence and the cultural intelligence. The lesson plans presented for Teaching English in English(TEE)-Ace were composed of 27 fifth graders and 22 sixth graders respectively. From the findings, the lesson plans had a limit in improving intercultural speakers’ multiple intelligence and cultural intelligence. The analysis implies that teachers should design classroom activities and tasks to improve intercultural speakers’ multiple intelligence and cultural intelligence through a variety of cultural activities in the primary level. This is because learners need to express their thoughts and feelings appropriately when interacting with participants of different cultural background through the classroom activities using various language expressions already learned in the previous stages. Thus, in this paper, it is suggested that lesson plans for improving intercultural speakers’ multiple intelligence and cultural intelligence need to be designed considering Kim(2017c)’s MAP model composed of the P stage(motivation and language input), the A stage(activation and long-term memorization), and the M stage(personalization and integration).
Abstract
This study aims at suggesting the way of designing lesson plans for improving intercultural speakers’ multiple intelligence and cultural intelligence. To achieve the purpose, components of the multiple intelligence(Linguistic, Logical-mathematical, Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist) and the cultural intelligence(metacognitive, cognitive, motivational, behavioral intelligence) were reviewed considering the level of primary learners. Also, two lesson plans were analysed in the aspect of the multiple intelligence and the cultural intelligence. The lesson plans presented for Teaching English in English(TEE)-Ace were composed of 27 fifth graders and 22 sixth graders respectively. From the findings, the lesson plans had a limit in improving intercultural speakers’ multiple intelligence and cultural intelligence. The analysis implies that teachers should design classroom activities and tasks to improve intercultural speakers’ multiple intelligence and cultural intelligence through a variety of cultural activities in the primary level. This is because learners need to express their thoughts and feelings appropriately when interacting with participants of different cultural background through the classroom activities using various language expressions already learned in the previous stages. Thus, in this paper, it is suggested that lesson plans for improving intercultural speakers’ multiple intelligence and cultural intelligence need to be designed considering Kim(2017c)’s MAP model composed of the P stage(motivation and language input), the A stage(activation and long-term memorization), and the M stage(personalization and integration).
참고문헌 (26)
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