Abstract
This study examined teachers’ use of the Multiple Intelligences Theory on vocabulary acquisition by preschoolers during English as a second language (ESL) classes in a K-12 school in Lebanon. Eighty kindergartners (KG II, aged 5 years) and eight teachers constituted the sample. The study used mixed methods, including observations of videotaped sessions, teacher surveys, and student interviews. Results indicated that (a) students acquired new vocabulary faster using traditional methods of teaching; however, their retention of such vocabulary was significantly weaker when compared with the vocabulary acquired in Multiple Intelligence (MI) classes; (b) the MI profile of the teachers was correlated with their teaching styles and lesson delivery; and (c) teachers who used MI in their teaching also had lower usage of higher order thinking skills. The study recommends the utilization of MI in ESL teaching and learning, yet also stipulates some aspects to be taken into consideration.
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