Using Multiple

Intelligences Technic
as a Setting Standard
in World Language
Education

Fox Lehjika
World Language Specialist
Consultant in Corporate Diplomacy



December 2014

Fpx Lehjika0

Published by CODExpansion LLC 2014

www.codexpansion.com
All Rights Reserved

Introduction
The Setting is one of the California Standards for Foreign Language Learning. World
Language Education is reemerging as one of the critical skills American students and
professionals need to develop in order to compete in todays global market
environment. There are national standards led down by the American Council on
the Teaching of Foreign Languages (ACTFL) as well as states specific standards to
help educators and students meet the goals of linguistic proficiency and cross-
cultural literacy. From both national and states standards Communications and
Cultures have remained the common denominators and have been subject of
abundant inputs. However, in the times of globalization, whose volatile waves are
rapidly changing patterns in the world and in our communities, it is important to
highlight the important the Setting as an vital standard for a sustainable design and
delivery of language lessons. As will be shown in the following pages, the Setting is
not only the framework within which all other standards can actually find their
academic expression, but most importantly, if used within an appropriate teaching
technic such as the Multiple Intelligences, can create an organic synergy between
the language learner, the teacher, and the subject matter, and ultimately lead to
outstanding results.
Many education institutions have ambitious world language program framed after
the national and state World Language Standards. However, when it comes to
delivering World Language in traditional classroom or using new technology of
information, the Setting is either ignored or neglected. In fact, many world language
educators and curricula dont consider the Setting as an important standards, while
those who have listed the Setting in their frameworks have struggled and even gave
up efforts to design an effective Setting standard that takes into account the
necessity of a changing globalized world, learners multiple learning capabilities,
and a linguistic and cultural proficiency goal oriented curriculum.
With a special focus on California World Language Standards, this paper is aimed to
emphasize the importance of the Setting as an important World Language Standard
needed in the design and delivery of language lessons, as well as to assess learners
progress, and to argue that Multiple Intelligences technic offers the most pragmatic
tools to create a Setting within which World Language can be taught and learned
with clear vision and outcomes.
For the purpose of this discussion, we will talk about the importance of the Setting
as a World Language Standard, the Multiple Intelligences Technic as a valuable
framework, and how Multiple Intelligences can be embedded in World Language
Education, respectively in sections one, two, and three, before reaching a conclusion.








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Section 1: Importance of Setting as a World Language Standard

To better understand the importance of Setting as a World Language Education
standard we need to consider two valuable factors; that is, necessity of a changed
world and learners motivation.

a. Necessity of a changed world
Globalization has launched a new race for global leadership. Economic, social, and
technological transformations are linking us in unprecedented ways. Students today
are graduating into a world that is interconnected as never before. All the major
challenges, whether in health, environment, poverty, or peace and security, require
cooperation across borders and boundaries. Our economy is so globally
interconnected that, according to the US Department of Commerce Bureau of
Economic Analysis, one out five jobs in the United States is now tied to international
trade (1). Employers in business, government, community, and non-profit
organizations who are hiring todays high school graduates recognize that it is
foolhardy, if not impossible, to work in isolation from the rest of the world.
Migration is changing the demographic fabric of our communities, bringing us in
daily contact with people from around the globe. Because of these socio-economic
changes, todays students and professionals need extensive knowledge of the world
and the skills and dispositions to engage with people from many cultures and
countries. They need these to be responsible citizens and effective participants in
the global marketplace of the 21st century. A cross the world, governments are
bracing for education systems that prepare future leaders to succeed in a volatile
and rapidly changing world. These changes render World Language education one
of the vital education areas many countries are investing in to prepare for this global
competition.
In the US, according to a 2010 International Business Times report (2), compared to
the international benchmark, the country is facing a shortage of language
professionals in the U.S. diplomatic corps, military, and intelligence agencies. The
national deficiency in the languages and cultures of critical areas around the world
is compromising American security and business interests at home and abroad,
according to a 2012 Forbes article (3).
Leaders from both public and private sectors recognize the urgency of educating the
generation of future leaders to understand the multicultural communities they are
living in, the challenges of a globalized world, and the importance and the benefit of
world language education in elementary schools, corporations, and public sectors.
Most importantly, the scope of challenges awaiting future generations of leaders
necessitates that, to be effective, World Language education begins from the
kindergarten level, because it is proven that linguistic proficiency and cross-cultural
literacy are well learned when a student starts at younger age and stays longer
within the program. In this respect, as will be detailed in the next section on
motivation, younger students are relatively easy to get motivated and to develop
passion for world languages, even without knowing the necessity of a changed
world, than adult learners.
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Thus, the necessity for Setting as a World language education standard is important,
because for students to communicate effectively they must use elements of language
appropriate to a given situation. The language conveys meaning best when the
Setting or context in which it is used is known. This knowledge of context assists
students not only in comprehending meaning but also in using language that is
culturally appropriate. Context also helps define and clarify the meaning of language
that is new to the learner. In todays context, as F. V. Tochon (2009) argues,
languages other than English should no longer be considered "foreign": They are
world languages, as well as English, at the time of globalization (4).
In a 2009 heartily call for World language education in America, Leon Panetta, the
former CIA Director and former US Secretary of Defense published the following:
Other nations recognize that they operate in a global economy and that understanding other
societies and cultures is both valuable in its own right and necessary to be competitive. They
are investing heavily in international education. It is instructive to realize that although
English continues to grow as the international language of business, U.S. corporations have
started to face the problem that international business cannot be done in English alone. In
fact, their current business practices actually confirm their need for foreign language training.
But this need has been largely filled by hiring others because of the language ignorance of our
highly educated holders of MBAs. U.S. corporations have merely reaped the benefits of the
heavy investment in English language education that other countries have financed. In
continuing to accept the failure of U.S. foreign language education, however, U.S. corporations
have started to pay the price for not being totally in charge of their own resources. Some
executives have complained that foreign languages for U.S. managers will be increasingly
needed in the future because someone will have to determine if the hired nationals are doing
the job. The reality is that the countries of the world have drawn their boundaries tighter,
using their language capability as linguistic capital with which to negotiate economic
advantages for themselves. Although English is widely used in European international
business, it is not seen as the international language. In France and Germany, it is necessary to
use French and German. In a survey of leading executives in 10 European countries, only 31
percent reported using English for professional purposes. Increasingly, English alone cannot be
used to penetrate the non-English speaking markets. This pattern is also evident if one looks at
Japan, a lucrative, yet difficult, market. Japanese society invests heavily in English-language
education. Six years of English are required before high school graduation. All Japanese
corporations provide tuition for English language classes and invest greatly in language
training and other international management training. Yet the difficulty in doing business
with Japan lies precisely in their insistence that business be conducted in Japanese. While some
argue that Japanese are just poor English learners, the argument may be made that the
Japanese are using their difficult language as their most prized capital, ensuring thereby their
own self-regulation and self-control. But as long as elite U.S. schools and universities continue
to put little emphasis on the acquisition of foreign language capabilities, American executives
will be monolingual and U.S. corporations will have to try and use English or buy foreign
nationals who have the language ability where the business is located. A sad commentary for
the strongest and most competitive economy in the world (4).

This new global environment has created the necessity for students to develop
multi-linguistic and cross-cultural competences. The Setting standard is therefore a
requirement to create a learning environment and curricula to help students carry
out tasks in a variety of situations representative of those they will experience in
real life. As student progress along the language learning continuum, they carry out

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tasks in stage- and age-appropriate situations that reflect the target culture and the
world they interact with.
However, while the necessity for the Setting in World Language education is a
constant, inducing learners motivation to learn other languages and cultures is a
variable that needs to take into account both the instructor willingness and capacity
to motivate students, and the latters set of learning skills and cognitive capabilities.

b. Motivation to learn
Although many people believe that successful language learners have special
cognitive abilities, research in second language acquisition actually tells a different
story. A number of studies (A.M. Masgoret & R. C. Gardne, 2003) have found that
motivation is a consistently strong predictor of successful language learning (6).
It certainly makes sense that motivation would be associated with second language
achievement since, as previously stated, language learning requires a long-term
time commitment to be effective, and motivated individuals would be more likely to
devote the time required for language learning. It is also true that having a specific
goal in language learning helps students focus their efforts and maintain their
motivation.
Motivation involves both the reasons that learners have for learning a language; that
is, the necessity, as well as the intensity of their feelings. For example, traditionally,
some learners only studied the language because of a language requirement either
at school, at work, or for travel, while others expected to use the language in their
future career. In todays global socio-economic environment, teachers and students
need to have a clear understanding of globalization and how technology is
transforming the ways we conduct business and how we interact with other people
and cultures. Such understanding and the adverse outcomes of lack of can be
compelling motivators for both language learners and instructors.
In a 2011, during a speech to the Defense Language Institute, a Foreign Language
Center, Leon Panetta, once again addressed an assembly of about 2,500 soldiers,
sailors, airmen and Marines, the next generation of military linguists he called
critical to the United States future, that the language and cultural training they were
receiving there was critical to the nations economic, diplomatic and security
interests. He said: It is absolutely vital to what the United States is all about. We live
in a global world. We have to understand that world if we are going to be able to not
only defend this country, but to extend our relationships to others so that we can work
together to defend the world that we live in. The reality is that we have to reflect the
nation we live in and we have to reflect the world we are a part of. Languages are the
key to understanding that world. Its also critical, to the effectiveness of current U.S.
military operations. If we are going to advance stability in some of the countries we
are fighting in today, we have to be able to understand what motivates those
countries, what motivates their people, and to understand their culture, beliefs, faiths,
ideologies, hatreds and loves. So it is crucial to our national security to be able to have
a strong language ability (7).

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This speech, while providing language students with a ratio logis as to why world
language is a necessary skill in the context of globalization, it can also be deemed a
motivational message to boost students enthusiasm to study world languages.
In addition to understanding the necessity for language learning in a global
competitive world, people who have strong competitive stamina for career and
innovation probably have a stronger motivation than those people who simply hope
to pass language requirement. New World Language teachers have reported worries
about whether they will be able to succeed in helping student develop linguistic and
cross-cultural abilities to. But these worries can be easily transformed into teaching
effectiveness if, in planning lessons, teachers not only focus on the subject matter
and on their anxieties, but also and most importantly in preparing the subject
matter instructors should have in mind students needs, the context in which
students will be using the language, as well as students varying learning abilities.
This means that Language teachers must be aware of globalization, of challenges
language learners are preparing to, and of the skills learners need to develop to
succeed. Professional development and effectiveness training can help language
teachers be up to the task.
As noted previously, student motivation is not a constant, but a variable that grows
over time. Students tend to retain their motivation when the class content matches
their goals and they have positive feelings about the target language and its
speakers. That is why learners should always choose which language they want to
learn continuously until they can achieve an acceptable proficiency level. Student
motivation also tends to be stronger when the learner has specific rather than
general goals for language learning. It can be very helpful when teachers help
learners develop more specific goals for language learning.
Being a variable, motivation for World Language learning can encounter multiple
challenges. Many language learners start language study with a desire to use the
particular foreign language, but by the time they have studied the language for a few
semesters, they have lost their original motivations and become concerned only
with their grades. As will be shown later, using Multiple Intelligence Technic can be
a valuable tool in raising and maintaining World Language learners motivation.
Here are few factors that may cause students lose motivation for learning world
languages:
First, student motivation can be lessened when students have negative attitudes or
prejudices toward the target language and/or the people who speak that language.
It is unrealistic to think that prejudices towards specific languages or groups that
exist outside of the classroom will not enter the classroom. For example, the author
witnessed a situation of a brilliant student of Mandarin losing motivation after one
of her parents, who is half Philippines, told student about her aversion for China and
its aggressive behaviors against the Philippines.
Second, learners motivation can be shut down by anxiety. Anxiety may include
uncomfortable feelings when learning or using the new language. Several studies
have found that approximately 1/3 of American world language learners experience
anxiety in response to language learning, according to Horwitz, Tallon, and Luo,
2009 (8). Most anxious language learners feel uncomfortable when speaking or
listening to the new language, but some language learners also find writing or even
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reading to be anxiety provoking. It is the instructors task to design and deliver

lessons in a setting that maximizes fun in learning while minimizing stress and
anxiety for learners. One of the most effective ways to help your students to deal
with anxiety is to attack their negative thoughts.
Many anxious students actually provoke their anxiety by setting unreasonable
standards for their performance. Teachers can help students simply by identifying
perfectionist tendencies that keep them from recognizing their language learning
successes. In essence, the teacher should help anxious students to focus less on what
they are doing wrong and more on what they are doing right. In many instances, the
author has used his own shortcomings with the English language and his strong
accent to showcase how students can avoid unnecessary anxiety.
Many people and even cultures have strong beliefs about language learning. It is
naive to think that cultural beliefs about the nature of language learning do not
influence students. Language teachers must recognize that students come to class
with preconceived notions about the nature of language learning and that many of
these preconceptions can be counterproductive to language learning. This is why it
is of utmost importance that language instructors know and apply World Language
Standards set forth at national and states levels.

National Standards

The National Standards for Learning Languages are developed by the American
Council on the Teaching of Foreign Languages (ACTFL), and are famously known as
the 5 Cs; that is, Communication, Cultures, Connections, Comparisons, and
Communities (9).

Communication: is at the heart of second language study, whether the

communication takes place face-to-face, in writing, or across centuries through the
reading of literature.
Culture: Through the study of other languages, students gain a knowledge and
understanding of the cultures that use that language and, in fact, cannot truly
master the language until they have also mastered the cultural contexts in which the
language occurs.
Connections: Learning languages provides connections to additional bodies of
knowledge that may be unavailable to the monolingual English speaker.
Comparisons: Through comparisons and contrasts with the language being
studied, students develop insight into the nature of language and the concept of
culture and realize that there are multiple ways of viewing the world.
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Community: Together, these elements enable the student of languages to

participate in multilingual communities at home and around the world in a variety
of contexts and in culturally appropriate ways.

Icons
STANDARDS
OBJECTIVES


COMMUNICATE IN LANGUAGES

OTHER THAN ENGLISH

Standard 1: Students engage in

conversations, provide and obtain

information, express feelings and
Communications emotions, and exchange opinions.
Standard 2: Students understand and
interpret written and spoken language

on a variety of topics.
Standard 3: Students present
information, concepts, and ideas to an
audience of listeners or readers on a
variety of topic.



Cultures

Connections

GAIN KNOWLEDGE AND

UNDERSTANDING OF OTHER
CULTURES
Standard 1: Students demonstrate an
understanding of the relationship
between the practices and perspectives
of the culture studied.
Standard 2: Students demonstrate an
understanding of the relationship
between the products and perspectives
of the culture studied.

CONNECT WITH OTHER DISCIPLINES
AND ACQUIRE INFORMATION
Standard 1: Students reinforce and
further their knowledge of other
disciplines through world language
Standard 2: Students acquire
information and recognize the
distinctive viewpoints that are only
available through the world language
and cultures.

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Comparisons

DEVELOP INSIGHT INTO THE NATURE

OF LANGUAGE AND CULTURE
Standard 1: Students demonstrate
understanding of the nature of
language through comparisons of the
language studied and their own
Standard 2: Students demonstrate

understanding of the concept of culture
through comparisons of the cultures
studied and their own


PARTICIPATE IN MULTILINGUAL

COMMUNITIES AT HOME & AROUND

THE WORLD
Communities
Standard 1: Students use the language
both within and beyond the school
setting
Standard 2: Students show evidence of
becoming life-long learners by using

the language for personal enjoyment
and enrichment

States (California) World Language Standards

Many states have followed the national or ACTFL standards to design and
implement their own World Language Standards for Elementary and Secondary
schools. In California, the 2009 World Language Content Standards for California
Public Schools K-12 set the following standards: Content, Communication, Cultures,
Structures, and Settings (10).

Standards

Objectives

Content

Language users address a wide variety of topics that

are appropriate to their age and stage

Communications

Real-world communication takes place in a variety of

ways:
-Interpersonal: culturally appropriate listening, reading,
viewing, speaking, signing, and writing take place as a
shared activity among language users.
-Interpretive: language users listen, view, and read by
using knowledge of cultural products, practices, and
perspectives.
-Presentational: speaking, signing, and writing take
place in culturally appropriate ways.

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Cultures

Culturally appropriate language use requires an

understanding of the relationship between the products
and practices of the culture and its underlying
perspectives.

Structures

The content standards use the term structures to

capture the multiple components of grammar that
learners must control in order to successfully
communicate in linguistically and culturally
appropriate ways.
-Students need to carry out tasks in a variety of
situations representative of those they will experience
in the target culture.
-The success of learners communication will depend
on the situation in which the language is used.

Settings

With no prejudice to other standards, communication; that is, real-life

communication is the primary goal or the modus vivendi of World Language
education. In fact, one of the modern innovations in the teaching of World
Languages is that language teachers focus on teaching students to communicate
well in the target language and to know the cultures of countries that speak that
language; this is the first job for World Language Specialists. This is why many, if not
all, World Language programs emphasize communication and cultural proficiency
first. Communication gravitates around three modes of communication:
Interpretive, Interpersonal, and Presentational. These modes represent the ways in
which students process new information.

A. Interpretive Communication (Reading, Listening, Viewing)

Learners comprehend the main idea and relevant details in a variety of age-
appropriate live, written and recorded messages; personal anecdotes; and
narratives in the language. They understand and interpret authentic texts ranging
from articles in contemporary magazines, newspapers and Internet sources to
childrens stories and classical literary texts. Learners derive meaning through the
use of listening, viewing and reading strategies. Learners reinforce and expand their
knowledge across disciplines as they acquire information and distinctive viewpoints
directly through authentic print, non-print and digital language and culture sources.
B. Interpersonal Communication (Speaking/Signing, Listening, Viewing,
Reading and Writing)

Learners initiate and sustain meaningful spoken, written and signed communication
by providing and obtaining information, expressing feelings and emotions, and
exchanging opinions in culturally appropriate ways. Learners actively negotiate
meaning across languages and cultures to ensure that their messages are
understood and that they can understand others.
C. Presentational Communication (Speaking/Signing and Writing)
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Learners present information, concepts, ideas and viewpoints on a variety of topics
to audiences of listeners, readers or viewers for varied purposes. Learners
demonstrate linguistic and cultural competence through creative endeavors and
artistic expression. Learners use their understanding of culture to convey messages
in a manner that facilitates interpretation by others where no direct opportunity for
the active negotiation of meaning exists.
With a system built to help student develop real-life communication proficiency and
cultural literacy, achieving such goals necessitates, as previously discussed, not only
that student have an understanding of the context in which communication will take
place, but also that lessons must be designed and delivered in the Setting that is
representative of situations in which communication will occur. The important of
the Setting in the design and delivery of World Language is that students will need
to carry out tasks in a variety of situations representative of those they will
experience in the target cultures. The success of learners communication will
depend on the situation in which the language is used, as well as the consideration
of students multiple learning skills. Curricula should be creative in the design of
situations in which language can be taught and learned in such ways that it
embraces a variety of life departments virtually representative of learners varying
learning skills. The Multiple Intelligence Technic can offer valuable tools in the
design of such a Setting.
Section 2: The Multiple Intelligences Technic

This theory has emerged from recent cognitive research and documents the extent
to which students possess different kinds of minds and therefore learn, remember,
perform, and understand in different ways. According to Howard Gardner (1991),
If we want our schools to prepare students for the challenges they will face after
they leave, we must constantly pose challenges in school that force them to invoke a
variety of intelligences. These challenges should have different kinds of solutions,
they should involve a variety of intelligences, they should encourage collaboration,
and they should provide opportunities for reflection. (11)
According to Howard Gardners multiple intelligences theory (MIT) (1983, 1999),
"we are all able to know the world through language, logical-mathematical analysis,
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spatial representation, musical thinking, the use of the body to solve problems or to
make things, an understanding of other individuals, and an understanding of
ourselves. Where individuals differ is in the strength of these intelligences - the so-
called profile of intelligences -and in the ways in which such intelligences are
invoked and combined to carry out different tasks, solve diverse problems, and
progress in various domains."
Gardner contends that these differences "challenge an educational system that
assumes that everyone can learn the same materials in the same way and that a
uniform, universal measure suffices to test student learning. Indeed, as currently
constituted, our educational system is heavily biased toward linguistic modes of
instruction and assessment and, to a somewhat lesser degree, toward logical-
quantitative modes as well.
This theory is an important contribution to cognitive science and constitutes a
learner- based philosophy, which is an increasingly popular approach to
characterizing the ways in which learners are unique and to developing instruction
to respond to this uniqueness.
Traditionally, whether in an explicit or implicit manner, many learning contexts
have been organized and many teachers have taught as if all learners were the same.
One of the most significant advances in education in the last decades of the
twentieth century has come from a considerable amount of research done in the
area of learning styles which recognizes that the students in classrooms have greatly
different learning profiles.
With respect to world language education, as will be shown below, multiple
intelligences technic offers to world language instructors the most creative tools in
the design of language lessons, curricula, and assessments that can effectively help
students develop the ability to carry out tasks in a variety of situations, which not
only are reflective of real life experience, but also that are representative of different
learning capacities listed within the eight intelligences or life departments. These
different intelligences reflect a pluralistic panorama of learners individual
differences; they are understood as personal tools each individual possesses to
make sense out of new information and to store it in such a way that it can be easily
retrieved when needed for use. These intelligences are:
Intelligences

VERBAL-LINGUISTIC

LOGICAL-MATHEMATICAL

BODILY-KINESTHETIC

Descriptions
Word games, storytelling, speeches, debates,
journals, dialogues, reading aloud, poetry writing,
oral presentations, and blogging.

Problem solving, math games, logic puzzles,
creating codes, Socratic, questioning, computer
programming, timelines.


Creative movement, dance, mime, field trips,
imagery, manipulative, hands-on activities, body
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language, role-playing.

VISUAL-SPATIAL
Diagrams, visualization, maps, visual puzzles, mind
mapping, patterns, pictorial metaphors,
videotaping, and photography.

MUSICAL-RHYTHMICAL
Singing, humming, raps, chants, rhythms, listening
to music, creating melodies for concepts, musical
games, compose tunes, pod casting.

NATURALIST
Exploring outdoors, identifying flora/fauna,
gardening, wildlife observation, studying natural
phenomena, science projects.
INTERPERSONAL-SOCIAL
Mediation, peer collaboration, simulations, cross-
age tutoring, clubs, community projects,
cooperative activities, interviews, blogging.

INTRAPERSONAL
Individualized projects, journal writing, reflective
time, quiet spaces, independent studies, self-
evaluation, and autobiographies.

Section 3: Embedding Multiple Intelligences as a Setting

Embedding multiple intelligences technic into world language education is a
dynamic innovative effort that requires an active observation of language learners
and a constant interaction between students and instructors. Such embedment will
have the virtue of creating learning experiences that tap into students diverse
learning skills, and if successfully developed and consistently applied, it is to expect
that students will achieve high linguistic proficiency and cross cultural literacy,
while enjoying their world language studies.

Intelligences
EMBEDDING TASKS

VERBAL-LINGUISTIC Use word games, storytelling, speeches, debates, journals,
dialogues, reading aloud, poetry writing, oral
presentations, and blogging to help build students ability
to Read, Write, Speak, Listen, and use Language effectively.

LOGICAL-
Use math games, logic puzzles, creating codes, Socratic
MATHEMATICAL
questioning, computer programming, timelines to help
build students ability to count, measure, resolve puzzles,
think critically in their target language and culture.

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BODILY -
KINESTHETIC

VISUAL - SPATIAL

MUSICAL -
RHYTMICAL

NATURALIST -
ECOLOGIST

SOCIAL -
INTERPERSONAL

INTRAPERSONAL

Use creative movement, dance, mime, field trips, imagery,

manipulative, hands-on activities, body language, role
playing to help build students ability to:
1- learn the vocabularies of these bodily activities
2 perform activities using the target language and culture
3 learn and compare activities between cultures.

Use diagrams, visualization, maps, visual puzzles, mind
mapping, patterns, pictorial metaphors, videotaping, and
photography to help build students ability to:
1 - express and communicate visual skills using the target
language
2 follow directions using target language and culture
3 - learn and compare cultural differences.

Engage into singing, humming, raps, chants, rhythms,
listening to music, creating melodies for concepts, musical
games, compose tunes, pod casting to help build students
ability to:
1 Learn musical vocabularies in target language
2 Perform musical activities in target language and
culture
3 Learn and compare different musical cultures.

Explore outdoors, identify flora/fauna, gardening, wildlife
observation, studying natural phenomena, science projects
to help build students ability to:
1 learn bio-diversity vocabularies in target language
2 locate and compare different countries geographic and
bio-diversity patterns using target language.

Create learning opportunity for mediation, peer
collaboration, simulations, cross-age tutoring, clubs,
community projects, cooperative activities, interviews,
blogging to help build students ability to:
1 use target language to perform these activities
2 understand and compare cultural context between US
and other cultures.

Create individualized projects, journal writing, reflective
time, quiet spaces, independent studies, self-evaluation,
and autobiographies to help build students ability to write
intrapersonal exerts using target language and culture.



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Conclusion

The ultimate goal for World Language Education is real-life Communication and
cross-cultures literacy with a great focus on the Interpretive, Interpersonal, and
Presentational modes of communication. As many Americans realize the inevitable
challenges for global leadership, there is a growing public awareness of the need to
provide educational services geared toward preparing students to compete and
succeed, not just in their immediate geographic area or state, but nationally and
globally as well. This growing awareness and acceptance brings increased
recognition of the importance of world language proficiency and cross-cultural
literacy as an element in the formula for students success in the era of globalization.
At the same time, achieving high linguistic proficiency and cultural literacy
necessitates a Setting standard in which world language lessons can be taught and
learned with clear vision and outcomes. The multiple intelligences technic, when
creatively embedded with world language, is for our part the best tool world
language instructors can use to proactively tap into learners different learning skills
and help them develop skills they need to succeed in today and future global
competitions.

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Sources

1. US Bureau of Economic Analysis: http://bea.gov/iTable/index_MNC.cfm
2. International Business Times: http://www.ibtimes.com/us-falls-behind-foreignlanguages-250050
3. Forbes Magazine :
http://www.forbes.com/sites/collegeprose/2012/08/27/americas-foreign-
language-deficit/
4. Tochon, V. (2009). The Key to Global Understanding: World Languages
EducationWhy Schools Need to Adapt. Review of Educational Research, Vol.
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5. Panetta, L. (2009). Foreign Language Education: If scandalous in the 20th
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