Intrapersonal intelligence improvement of two -ninth-grader students who have borderline intellectual functioning at Carmen Teresiano Cchool: a case study

Abstract

Foreign language teachers experience difficulties in teaching students with cognitive disabilities. So, the purpose of this research is to show how teachers can take advantage of different meaningful activities to teach English to high school students with cognitive disabilities. It seems that the challenge is to teach English to students with and without learning disabilities in the same classroom. So, through observations in class and based on the teacher’s experience, it is noticed that the use of a variety of activities using intrapersonal intelligence theory can help teachers and students succeed in learning the English process. But most important for cognitive disability student’s success, foreign language teachers may use many different activities to help them to motivate and achieve goals set in the standard curriculum of the school. Therefore, the use of multiple learning activities in the classroom has shown that all students can learn a foreign language. To do so, the researcher carried out seven (7) workshops containing various activities to foster these strategies. The methodology was based on a mixed approach with a case of study. They were administered a Pre and Post Test. On one hand, the outcomes showed qualitatively positive results in terms of personal motivation for the practice of English perception of activities using intrapersonal intelligence theory and the impact of different subjects and topics used in them. On the other hand, the result in the quantitative part showed that there was no significant change in terms of exam-taking scores success after the implementation.