Using literary texts to promote the exploration of multiple intelligences in the EFL classroom

• Autor(a) principal: Martinho, Carla Sofia Monteiro
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10362/155438
• topic: Textos literários; Inteligências multiplas; Aulas de Inglês como língua estrangeira; Inglês L2; Literary texts; Multiple Intelligences; EFL; English L2; Domínio/Área Científica::Humanidades::Línguas e Literaturas; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

The subject of research for this supervised teaching practice’s thesis for the Master in English teaching in the 3rd cycle of basic school and in secondary school concerns the use of literary texts to promote the exploration of H. Gardner’s multiple intelligences in the English as a foreign language (EFL) classroom. Following the action research (AR) methodology while relying deeply on the teacher-researcher’s reflective practice, a set of lessons, each managing a small group of multiple intelligences, was created. The lessons were delivered to a sample of 31 10th-grade students at the Marist School of Lisbon during the 2021-2022 school year. Using questionnaires concerning the students’ literary interests and their attitudes towards exploring literature in the ELS classroom, it was possible to observe a rise in their interest in reading literature in English and a more positive view regarding the presence of literary texts in the EFL classroom (with students valuing diversity in tasks and literary texts). There was also an attempt at assessing the group's multiple intelligences' distribution by having them choose their favourite tasks out of a set of multiple intelligences related examples. The obtained results and observations seemed to suggest that, not only literary texts can promote the exploration of multiple intelligences in the EFL classroom, but also that the variety of those literary texts, as well as the way they are explored, may potentially lead to a greater involvement of EFL students in the lessons.