文章基本信息

标题：Beyond Gardner: A Pilot Case Study Assessing Teachers’ Linguistic Intelligence
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作者：Kim H. Song ; Jack D. Simons
期刊名称：NYS TESOL Journal
电子版ISSN：2332-8541
出版年度：2014
卷号：1
期号：1
页码：66-81
出版社：NYS TESOL
摘要：Drawing from the work of Van Dyne, Ang, Ng, & Koh's (2012) cultural intelligence (CQ) and Gardner's (1983) linguistic intelligence (LQ), the first goal of this study has been to redefine and construct four-factor linguistic intelligence¡ªlinguistic knowledge, pedagogical knowledge, valuing linguistic and cultural diversity, and linguistically responsive teaching behaviors.These four factors, situated in an LQ framework, are supported by literature on teachers' linguistic capacity for effectively teaching ELLs.The second goal has been to explore, using a sur vey and an interview protocol, how teacher participants perceive their own levels of CQ and LQ.In general, the participants displayed more proficiency in CQ than in LQ.In-service teachers and grant program completers perceived higher competence in LQ and CQ than did pre-ser vice teachers.While there appears to be overlap between both CQ and LQ, differences also appear to exist.Implications and future directions are discussed about this emerging area.
关键词：cultural intelligence; linguistic intelligence; teaching English language learners; TESOL