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Verbal-Linguistic Intelligence"The capacity to use words effectively, whether orally (e.g., as a storyteller, orator, or politician) or in writing (e.g., as a poet, playwright, editor, or journalist). This intelligence includes the ability to manipulate the syntax or structure of language, the phonology or sounds of language, the semantics or meanings of language, and the pragmatic dimensions or practical uses of language. some of these uses include rhetoric (using languaage to convince others to take a specific course of action), mnemonics (using language to remember information), explanation (using language to inform), and metalanguage (using language to talk about itself)." (Armstrong, 2) DEVELOPMENT - Linguistic intelligence manifests itself early in childhood, often with a young avid reader, writing creatively at every chance. This intelligence usually remains with the person throughout school and beyond. POTENTIAL - Child could become a writer, orator, storyteller, journalist, speech writer, etc. COMMON STATEMENTS - "Books are important to who I am," "I listen to words in my head before I read them or jot them on paper," "I learn more by listening than I do by watching and listening," "I enjoy many different kinds of word games," "English and social studies are easier subject for me to do well in than math or science," "I write things often that I am proud of, and that others may recognize as being very good." TEACHING STRATEGIES:
With materials in the classroom or from the library. In pairs, in small groups, as a class, or independently reading aloud. Teacher gives a topic, students have a limited amount of time to write their ideas. Then partners take turns sharing their short free-writes. Students individually draw a simple picture, then write a brief description to accompany the drawing. Students then pair up and switch descriptions only, and must make drawings based on their partner's writing. Afterwards, students compare their drawings for accuracy. An issue is presented by the teacher, and students form teams for "pro" and "con." Teams can discuss their position and the points they would like to make before the actual debate. Every student should participate. Open-ended verbal exchanges in small groups or as a class. Teacher can make up rules to govern discussions, such as the use of tokens each time a student wishes to add to the discussion, etc. Teacher-centered, promotes good listening skills. One key to effective lecturing is to teach students how to take notes. Have every student hold a pen or pencil over a piece of paper during short blocks of lecture. Eventually, every student will be writing something while you speak. Ways to help Linguistically Intelligent Students Excel: **Create a book nook or a library area, with interesting, newer books and the old classics, comfortable chairs, good lighting, and ample time for usage.**Make a listening language lab in your classroom, with cassette players and headphones, books on tape, and copies of recent lectures on cassette. **Provide a writing center in or near your classroom, with all the materials needed to write included, like computers and word processors, typewriters, paper, pencils, and perhaps even some publishing software. Classroom Environment Techniques **Rules are clearly written and posted in the classroom.**To gain students' attention, write the words, "silence, please" on the blackboard. **In forming groups, have students think of a vowel sound in their first name, make that vowel sound out loud, and group with other people who are making that same vowel sound. **In dealing with an aggressive student, have them turn in a bibliography on the theme of anger. **When helping a withdrawn student, have them read an introspective novel involving friendship as a theme. **If you have a hyperactive student of linguistic intelligence, have them read books on the theme of hyperactivity. **Ask a linguistically intelligent student to use language as a medium to express what he or she knows about a subject, especially for authentic assessment purposes. |