Abstract
Since learning represents one of the most relevant aspects of a humans’ life on which many researches have been conducted, nowadays more than ever it is essential exploring forward-looking theories, achieving inspiring improvements and making an action towards innovation within the educational systems. The qualitative-explorative pilot case study at issue aims to investigate a potential connection between Experience and Multiple Intelligences in relation to the linguistic and personal learning process. Specifically, its main goal is to draw a better understanding of students’ perception on the impact of past living-studying experiences and multidimensional teaching techniques on their linguistic and personal growth. To further investigate these objectives, there have been analysed 33 qualitative feedback from academical students studying languages collected through an inductive reasoning-based online survey structured as written interview and composed by closed-ended multiple choice questions, open-ended questions and ranking questions. The major findings claim that both living and studying abroad contributes to acquire metalinguistic awareness, to improve language skills and to develop life-long skills. Additionally, students recognised the implementation of Multiple Intelligence as an effective alternative to lectures as language teaching-learning strategy thanks to its flexibility and openness towards skills diversity.
Highlights
The standardised educational system may increase the knowledge gap between students by creating high and low achieving students that directly get in competition one with another instead of designing a fruitful learning and social environment
Since the connection between the studying-living experiences and the language ability has been previously assessed, if learning relationships would be combined with social relationships, it could be possibly said that engaging conversations and building significant relationships abroad help to consolidate the communication and language skills (Ibid, 2009)
If we look at the global on-going innovative language teaching approaches and methods, the tendency is to switch from a teacher-centered approach to a student-centered approach by using specific strategies such as peer-to-peer learning, cooperative learning, task-based projects, flipped classroom and multi sensory learning (Pressman & Dublin, 1995; Catalano & Catalano, 1997; Christie, 2000; Arnold & Fonseca, 2004; Bukari & Owusu, 2017)
Summary
The standardised educational system may increase the knowledge gap between students by creating high and low achieving students that directly get in competition one with another instead of designing a fruitful learning and social environment. The most innovative educational systems are focusing their attention on improving the act of teaching, on the active construction of knowledge by the learner, on considering students personal needs and personalities, valuing their self-assessment, interaction and social relationships The philosophy of these innovative systems is based on the same methods and approaches of the current high-quality language learning like student-centered approach, creative and peer-to-peer education, experiential and cooperative learning, taskbased/inquiry-based learning (Anil, 2017; Knutson, 2003; Richards, 2012)
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