Art Fostering Multiple Intelligences through CLIL: A case study of private EFL lessons in Greece
Fomentando Inteligências Múltiplas através do CLIL: um estudo de caso de aulas particulares de EFL na Grécia
Palavras-chave:
CLIL, Multiple Intelligences, Young English as Foreign Language (EFL) Learners
Resumo
The CLIL approach appears to be a promising teaching methodology offering a wide range of learning
benefits extending from competence in the foreign language, knowledge around an area of the
curriculum, instances of authentic communication to lifelong skills development including
advancement of critical thinking. The Multiple Intelligences (MIs) (Gardner, 1983,1993) theory can lay
the foundations for creative tasks providing stimuli for young learners (YLs) to develop various types
of intelligence and learning strategies. The aim of this study is to examine the combination of the two
teaching methods. After conducting needs analysis, CLIL lessons were designed and delivered to a class
and a post-questionnaire investigated their impact on the development of the different frames of mind
of YLs. The results put forward that students’ skills, Multiple Intelligences, confidence and learning
autonomy are enhanced.
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Referências
ANAGNOSTOU, V., Griva, E. & KASVIKIS, K. ‘From Michelangelo to Picasso:
Implementing the CLIL approach in a foreign language project’. In MURPHY, A. (Ed.), New developments in foreign language learning. N.Y: Nova Science Press,
2016, p. 150-168.
ANASTASIADOU, A. & ILIOPOULOU, K. ‘Reconceptualising Schooling:
Implementing CLIL to Cater for All Types of Multiple Intelligences’. Research
Papers in Language Teaching and Learning, 8/1: 74-87, 2017.
ANASTASIADOU, A. & ILIOPOULOU, K. ‘Crosscurricularity: its contribution to
the promotion of Multiple Intelligences’. Paper presented at the Third International
Conference “Education across Borders” Education and Research across Time and
Space (1100th Anniversary of St. Clement of Ohrid). Bitola, 2017.
ANDRIA, A. ‘CLIL as an alternative teaching method in a class of EFL learners’.
Unpublished postgraduate dissertation, Hellenic Open University: Patras, 2016.
ARMSTRONG, T. Multiple intelligences in the classroom. (2nd ed.). Alexandria,
VA: Association for Supervision and Curriculum Development, 2000.
BAILEY, N. ‘Attaining Content and Language Integrated Learning (CLIL) in the
primary school classroom.’ American Journal of Educational Research, 3/4: 318-
326, 2015.
BALTSAVIA, M. M. ‘Content and Language Integrated Learning in a Greek State
Junior High School Class.’ Unpublished postgraduate dissertation. Patras: Hellenic
Open University, 2011.
BAXEVANI, A. ‘Implementing CLIL in the fifth grade of primary school: the dawn
of a new perspective in TEFL education?’ Unpublished postgraduate dissertation.
Patras: Hellenic Open University, 2012.
BENTLEY, K. The TKT course CLIL module. Cambridge: Cambridge University
Press, 2010.
CAMPBELL, L., & CAMPBELL, B. ‘Multiple intelligences and student
achievement.’ Alexandria, VA: ASCD, 1999.
CHAMOT, A. U., & O’MALLEY, J. M. The CALLA handbook: Implementing the
cognitive academic language learning approach. White Plains, MA: Addison
Wesley Longman, 1994.
CHASIOGA, D. ‘Employing ICTs in a CLIL environment with sixth grade learners in
a primary school setting.’ Unpublished postgraduate dissertation. Patras: Hellenic
Open University, 2017.
CHATZI, V. ‘Developing Multiple Intelligences through portfolio use in a Greek state
primary school.’ Unpublished postgraduate dissertation, Hellenic Open University:
Patras, 2018.
CHEN, J.-Q., & GARDNER, H. ‘Assessment based on Multiple-Intelligences
Theory.’ In FLANAGAN. D. P. & HARRISON, P. L. (Eds.), Contemporary
Intellectual Assessment: Theories, tests, and issues, 2. New York: Guilford Press,
77-102, 1997.
Council of Europe. Common European Framework of reference for languages:
learning, teaching, assessment. Companion Volume with new descriptors. Council
of Europe, 2018.
COYLE, D. ‘Content and Language Integrated Learning: Towards a Connected
Research Agenda for CLIL Pedagogies’. International Journal of Bilingual
Education and Bilingualism, 2007, 10/5: 543-562.
COYLE D. ‘CLIL – a pedagogical approach from the European perspective.’
Encyclopedia of Language and Education, 2008, 1200-1214.
COYLE, D., HOLMES, B. & KING, L. Towards an integrated curriculum-CLIL
National Statement and Guidelines. The Languages Company, 2009.
COYLE, D., HOOD, P. & MARSH, D. CLIL. Content and Language Integrated
Learning. Cambridge: Cambridge University Press, 2010.
DALTON-PUFFER, C. ‘Content and Language Integrated Learning: From Practice to
Principles?’. Annual Review of Applied Linguistics, 2011, 31: 182-204.
DE ZAROBE, Y. R., & LASAGABASTER, D. (Eds.). CLIL in Spain:
Implementation, results and teacher training. Newcastle upon Tyne, UK:
Cambridge Scholars Publishing, 2010.
DELLA, O. ‘Content and Language Integrated Learning (CLIL) and sixth graders:
Teaching and learning English through Geography.’ Unpublished MA thesis. Patras:
Hellenic Open University, 2012.
DIAS WARD, C., & DIAS, M. J. ‘Ladybugs across the curriculum.’ Science and
Children, 2004, 41/7: 40-44.
DORNYEI, Z.. Motivational Strategies in the Language Classroom. Cambridge:
Cambridge University Press, 2001. http://dx.doi.org/10.1017/CBO9780511667343
DOURDA, K., BRATITSIS, T., GRIVA, E. & PAPADOPOULOU, P. ‘Content and
Language Integrated Learning through an online Game in Primary School: A case
study.’ Electronic Journal of e-Learning, 2014, 12/3: 243-258.
EMMANOUILIDOU, K. & LASKARIDOU, C. ‘Physical Education through CLIL:
teaching movement vocabulary to young learners.’ Research Papers in Language
Teaching and Learning, 2017, 8 /2: 51.
Eurydice Report. Content and Language Integrated Learning (CLIL) at school in
Europe. Brussels: European Commission, 2006.
GANGI, S. ‘Differentiating Instruction using Multiple Intelligences in the Elementary
School Classroom: A Literature Review.’ A Research Paper. University of WisconsinStout, 2011.
GARDNER, H. Frames of mind: the theory of multiple intelligences. New York:
Basic Books, 1983.
GARDNER, H. Intelligence Reframed: Multiple Intelligences for the 21st century.
New York: Basic Books, 1999.
GREENHAWK, J. ‘Multiple intelligences meet standards.’ Educational Leadership,
1997, 55/1: 62- 64.
GRIVA, E. & CHOSTELIDOU, D. ‘CLIL in primary education: promoting
Multicultural Citizenship awareness in the foreign language classroom.’ Research
Papers in Language Teaching and Learning, 2017, 8:2: 9–23.
GRIVA, E. & KASVIKIS, K. ‘CLIL in Primary Education: Possibilities and
challenges for developing L2/FL skills, history understanding and cultural awareness.’
In BAKIĆ-MIRIĆ, N. & ERKINOVICH GAIPOV, D. (Eds.). Current trends and
issues in education: an international dialogue. Cambridge Scholars Publishing,
2014.
HICKEY, M. G. ‘Can I pick more than one project? Case studies of five teachers who
used MI-based instructional planning.’ Teachers College Record, 2004, 106/1: 77-
86.
HOERR, T. R. ‘How our school applied multiple intelligences theory.’ Educational
Leadership, 1992, 50/2: 67-68.
HOERR, T. R. ‘How the New City School applies the multiple intelligences.’
Educational Leadership, 1994, 52/3: 29-33.
HOERR, T. ‘How MI Informs Teaching at New City School.’ Teachers College
Record, 2004, 106/1: 40-48.
ISKOS, E. P., RALLS, C & GEGKIOU, S. ‘The Many Shades of CLIL: A Case Study of
CLIL Application by English Teachers of Very Young Learners at a Greek Private
School.’ Research Papers in Language Teaching and Learning, 2017, 8 /1: 125-136.
KOSMA, G. & ZAFEIRIADES, N. ‘The case for Geography through CLIL: Exploring
the linguistic and intercultural potential in Thrace.’ Research Papers in Language
Teaching and Learning. 2017, 8 /2: 24.
KORNHABER, M., FIERROS, E., & VEENEMA, S. ‘Multiple Intelligences: Best
Ideas from Research and Practice. Boston: Pearson Education Inc. Barrington, E.
Teaching to student diversity in higher education: How multiple intelligence theory
can help.’ Teaching in Higher Education, 2004, 9: 421-434.
KOROSIDOU, E. & GRIVA, E. ‘’My country in Europe’: a Content-based Project for
Teaching English as a Foreign Language to Young Learners.’ Journal of Language
Teaching and Research, 2013, 4/2: 229-244.
KOUTSOPOULOS, K., SOTIRAKOU, M. & TATSOGLOU, M. Γεωγραφία ΣΤ
Δημοτικού: Μαθαίνω για τη Γη [Geography for the 6th grade: I learn about the
Earth]. ΙΝΣΤΙΤΟΥΤΟ ΤΕΧΝΟΛΟΓΙΑΣ ΥΠΟΛΟΓΙΣΤΩΝ ΚΑΙ ΕΚΔΟΣΕΩΝ
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www.sdkrashen.com/content/books/principles_and_practice.pdf, accessed 20 October
2019.
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School Leadership & Management, 2003, 23/4: 421-430.
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research. New Jersey Ablex, 1994.
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trilingualism.’ ITL-International Journal of Applied Linguistics, 2009, 157, 1: 23-
43.
LASAGABASTER, D. & SIERRA, J. M. ‘Language Attitudes in CLIL and
Traditional EFL Classes’. International CLIL Research Journal, 2009, 1/2: 4-17.
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Potential’, 2002, at http://www.tieclil.org/html/products/pdf/1UK.pdf, accessed 5
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Working Life. Jyväskylä: University of Jyväskylä, 2001.
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CLIL? The Case of the 3rd Experimental Primary School in Evosmos’. Major Trends
in Theoretical and Applied Linguistics. Selected Papers, 2013, 3: 215-233.
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Language Integrated Learning and Multilingual Education. Oxford: Macmillan, 2008.
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Thinking. London and New York: Routledge, 2007.
Ministry of Education and Religious Affairs. Integrated Foreign Languages
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Religious Affairs (Φ.Ε.Κ. 2871/τ.Β’/09-09-2016).
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story-based framework: a case study of a 4th grade class in the Greek state primary school.’
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Multilingual Educational Approaches and Language Policies. Thessaloniki: Faculty of
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Implementing CLIL to Cater for All Types of Multiple Intelligences’. Research
Papers in Language Teaching and Learning, 8/1: 74-87, 2017.
ANASTASIADOU, A. & ILIOPOULOU, K. ‘Crosscurricularity: its contribution to
the promotion of Multiple Intelligences’. Paper presented at the Third International
Conference “Education across Borders” Education and Research across Time and
Space (1100th Anniversary of St. Clement of Ohrid). Bitola, 2017.
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Unpublished postgraduate dissertation, Hellenic Open University: Patras, 2016.
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VA: Association for Supervision and Curriculum Development, 2000.
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primary school classroom.’ American Journal of Educational Research, 3/4: 318-
326, 2015.
BALTSAVIA, M. M. ‘Content and Language Integrated Learning in a Greek State
Junior High School Class.’ Unpublished postgraduate dissertation. Patras: Hellenic
Open University, 2011.
BAXEVANI, A. ‘Implementing CLIL in the fifth grade of primary school: the dawn
of a new perspective in TEFL education?’ Unpublished postgraduate dissertation.
Patras: Hellenic Open University, 2012.
BENTLEY, K. The TKT course CLIL module. Cambridge: Cambridge University
Press, 2010.
CAMPBELL, L., & CAMPBELL, B. ‘Multiple intelligences and student
achievement.’ Alexandria, VA: ASCD, 1999.
CHAMOT, A. U., & O’MALLEY, J. M. The CALLA handbook: Implementing the
cognitive academic language learning approach. White Plains, MA: Addison
Wesley Longman, 1994.
CHASIOGA, D. ‘Employing ICTs in a CLIL environment with sixth grade learners in
a primary school setting.’ Unpublished postgraduate dissertation. Patras: Hellenic
Open University, 2017.
CHATZI, V. ‘Developing Multiple Intelligences through portfolio use in a Greek state
primary school.’ Unpublished postgraduate dissertation, Hellenic Open University:
Patras, 2018.
CHEN, J.-Q., & GARDNER, H. ‘Assessment based on Multiple-Intelligences
Theory.’ In FLANAGAN. D. P. & HARRISON, P. L. (Eds.), Contemporary
Intellectual Assessment: Theories, tests, and issues, 2. New York: Guilford Press,
77-102, 1997.
Council of Europe. Common European Framework of reference for languages:
learning, teaching, assessment. Companion Volume with new descriptors. Council
of Europe, 2018.
COYLE, D. ‘Content and Language Integrated Learning: Towards a Connected
Research Agenda for CLIL Pedagogies’. International Journal of Bilingual
Education and Bilingualism, 2007, 10/5: 543-562.
COYLE D. ‘CLIL – a pedagogical approach from the European perspective.’
Encyclopedia of Language and Education, 2008, 1200-1214.
COYLE, D., HOLMES, B. & KING, L. Towards an integrated curriculum-CLIL
National Statement and Guidelines. The Languages Company, 2009.
COYLE, D., HOOD, P. & MARSH, D. CLIL. Content and Language Integrated
Learning. Cambridge: Cambridge University Press, 2010.
DALTON-PUFFER, C. ‘Content and Language Integrated Learning: From Practice to
Principles?’. Annual Review of Applied Linguistics, 2011, 31: 182-204.
DE ZAROBE, Y. R., & LASAGABASTER, D. (Eds.). CLIL in Spain:
Implementation, results and teacher training. Newcastle upon Tyne, UK:
Cambridge Scholars Publishing, 2010.
DELLA, O. ‘Content and Language Integrated Learning (CLIL) and sixth graders:
Teaching and learning English through Geography.’ Unpublished MA thesis. Patras:
Hellenic Open University, 2012.
DIAS WARD, C., & DIAS, M. J. ‘Ladybugs across the curriculum.’ Science and
Children, 2004, 41/7: 40-44.
DORNYEI, Z.. Motivational Strategies in the Language Classroom. Cambridge:
Cambridge University Press, 2001. http://dx.doi.org/10.1017/CBO9780511667343
DOURDA, K., BRATITSIS, T., GRIVA, E. & PAPADOPOULOU, P. ‘Content and
Language Integrated Learning through an online Game in Primary School: A case
study.’ Electronic Journal of e-Learning, 2014, 12/3: 243-258.
EMMANOUILIDOU, K. & LASKARIDOU, C. ‘Physical Education through CLIL:
teaching movement vocabulary to young learners.’ Research Papers in Language
Teaching and Learning, 2017, 8 /2: 51.
Eurydice Report. Content and Language Integrated Learning (CLIL) at school in
Europe. Brussels: European Commission, 2006.
GANGI, S. ‘Differentiating Instruction using Multiple Intelligences in the Elementary
School Classroom: A Literature Review.’ A Research Paper. University of WisconsinStout, 2011.
GARDNER, H. Frames of mind: the theory of multiple intelligences. New York:
Basic Books, 1983.
GARDNER, H. Intelligence Reframed: Multiple Intelligences for the 21st century.
New York: Basic Books, 1999.
GREENHAWK, J. ‘Multiple intelligences meet standards.’ Educational Leadership,
1997, 55/1: 62- 64.
GRIVA, E. & CHOSTELIDOU, D. ‘CLIL in primary education: promoting
Multicultural Citizenship awareness in the foreign language classroom.’ Research
Papers in Language Teaching and Learning, 2017, 8:2: 9–23.
GRIVA, E. & KASVIKIS, K. ‘CLIL in Primary Education: Possibilities and
challenges for developing L2/FL skills, history understanding and cultural awareness.’
In BAKIĆ-MIRIĆ, N. & ERKINOVICH GAIPOV, D. (Eds.). Current trends and
issues in education: an international dialogue. Cambridge Scholars Publishing,
2014.
HICKEY, M. G. ‘Can I pick more than one project? Case studies of five teachers who
used MI-based instructional planning.’ Teachers College Record, 2004, 106/1: 77-
86.
HOERR, T. R. ‘How our school applied multiple intelligences theory.’ Educational
Leadership, 1992, 50/2: 67-68.
HOERR, T. R. ‘How the New City School applies the multiple intelligences.’
Educational Leadership, 1994, 52/3: 29-33.
HOERR, T. ‘How MI Informs Teaching at New City School.’ Teachers College
Record, 2004, 106/1: 40-48.
ISKOS, E. P., RALLS, C & GEGKIOU, S. ‘The Many Shades of CLIL: A Case Study of
CLIL Application by English Teachers of Very Young Learners at a Greek Private
School.’ Research Papers in Language Teaching and Learning, 2017, 8 /1: 125-136.
KOSMA, G. & ZAFEIRIADES, N. ‘The case for Geography through CLIL: Exploring
the linguistic and intercultural potential in Thrace.’ Research Papers in Language
Teaching and Learning. 2017, 8 /2: 24.
KORNHABER, M., FIERROS, E., & VEENEMA, S. ‘Multiple Intelligences: Best
Ideas from Research and Practice. Boston: Pearson Education Inc. Barrington, E.
Teaching to student diversity in higher education: How multiple intelligence theory
can help.’ Teaching in Higher Education, 2004, 9: 421-434.
KOROSIDOU, E. & GRIVA, E. ‘’My country in Europe’: a Content-based Project for
Teaching English as a Foreign Language to Young Learners.’ Journal of Language
Teaching and Research, 2013, 4/2: 229-244.
KOUTSOPOULOS, K., SOTIRAKOU, M. & TATSOGLOU, M. Γεωγραφία ΣΤ
Δημοτικού: Μαθαίνω για τη Γη [Geography for the 6th grade: I learn about the
Earth]. ΙΝΣΤΙΤΟΥΤΟ ΤΕΧΝΟΛΟΓΙΑΣ ΥΠΟΛΟΓΙΣΤΩΝ ΚΑΙ ΕΚΔΟΣΕΩΝ
«ΔΙΟΦΑΝΤΟΣ», 2019.
KRASHEN, S.T. Principles and Practice in Second Language Acquisition. Oxford:
Pergamon, 1982.
KRASHEN, S. D. Principles and practice in second language acquisition, 2009, at
www.sdkrashen.com/content/books/principles_and_practice.pdf, accessed 20 October
2019.
LAMBERT, L. ‘Leadership Redefined: an evocative context for teacher leadership.’
School Leadership & Management, 2003, 23/4: 421-430.
LANTOLF, J. P., & APPEL, G. Vygostkian approaches to second language
research. New Jersey Ablex, 1994.
LASAGABASTER, D. ‘The implementation of CLIL and attitudes towards
trilingualism.’ ITL-International Journal of Applied Linguistics, 2009, 157, 1: 23-
43.
LASAGABASTER, D. & SIERRA, J. M. ‘Language Attitudes in CLIL and
Traditional EFL Classes’. International CLIL Research Journal, 2009, 1/2: 4-17.
MARSH, D. ‘CLIL- EMILE: The European Dimension: Action, Trends and Foresight
Potential’, 2002, at http://www.tieclil.org/html/products/pdf/1UK.pdf, accessed 5
November 2019.
MARSH, D. ‘CLIL: An Interview with Professor David Marsh’, 2009. Available
online at http://ihjournal.com/content-and-language-integrated-learning, accessed 1
December 2019.
MARSH, D. & FRIGOLS, M. J. ‘CLIL as a catalyst for change in language education’.
Babylonia, 2007, 3, 33-37.
MARSH, D., MARSLAND B. & STENBERG K. Integrating Competencies for
Working Life. Jyväskylä: University of Jyväskylä, 2001.
MATTHEOUDAKIS, M., ALEXIOU, T. & LASKARIDOU, C. ‘To CLIL or not to
CLIL? The Case of the 3rd Experimental Primary School in Evosmos’. Major Trends
in Theoretical and Applied Linguistics. Selected Papers, 2013, 3: 215-233.
MEHISTO, P., FRIGOLS, M. J. & MARSH, D. Uncovering CLIL: Content and
Language Integrated Learning and Multilingual Education. Oxford: Macmillan, 2008.
MERCER, N. & LITTLETON, K. Dialogue and the Development of Children’s
Thinking. London and New York: Routledge, 2007.
Ministry of Education and Religious Affairs. Integrated Foreign Languages
Curriculum for Primary and Junior High Schools. Athens: Ministry of Education and
Religious Affairs (Φ.Ε.Κ. 2871/τ.Β’/09-09-2016).
MOATE, J. ‘The Integrated Nature of CLIL: A Sociocultural Perspective’.
International CLIL Research Journal, 2010, 1/3: 1-9.
MYLONA, S. ‘Catering for young learners’ multiple intelligences by employing the
story-based framework: a case study of a 4th grade class in the Greek state primary school.’
Unpublished postgraduate dissertation. Hellenic Open University: Patras, 2011.
NOLEN, J. L. ‘Multiple intelligences in the classroom.’ Educational Leadership,
2003, 124/1: 115-119.
NUNAN, D. Practical English Language Teaching. New York: Mc Graw Hill, 2003.
PASCHALIDOU, G. ‘Content and Language Integrated Learning (CLIL) in Europe and
Greece: Common practices and effectiveness, limitations and suggestions.’ In
TSOKALIDOU. R. & KEKIA, M. A. (Eds.). 4th Crossroads of Languages and Cultures:
Multilingual Educational Approaches and Language Policies. Thessaloniki: Faculty of
Education, Aristotle University of Thessaloniki & Polydromo Group, 2018, p. 355-364.
PAVLOU, P. & IOANNOU-GEORGIOU, S. ‘The CLIL educational Approach CLIL
and the potential of implementating it in Cyprus primary and pre-primary education],
in FTIAKA, E.; SYMEONIDOU, S. and SOCRATOUS. M. (eds). Quality in
Education: Research and Practice, Proceedings of the 10th Conference of the Cyprus
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Publicado
28-03-2022
Como Citar
STAVROULA, B.; ANASTASIADOU, A. Art Fostering Multiple Intelligences through CLIL: A case study of private EFL lessons in Greece . Aquila, v. 1, n. 26, p. 27-50, 28 mar. 2022.
Seção
Dossiê Temático
