Implementing a Multiple Intelligence - Differentiated Instruction Model for Teaching Reading to Pre-Primary Students in the English as a Second Language Classroom in Sri Lanka

Abstract

This research addresses the growing interest in catering to diverse learning needs, focusing on integrating Multiple Intelligences (MI) theory and differentiated instruction (DI) in pre-primary bilingual ESL classrooms. The study aims to explore how the MI-DI model can enhance the development of reading skills among pre-primary ESL learners, offering insights into its benefits and limitations. The research problem is rooted in the lack of empirical studies on the combined MI-DI model's application and impact, particularly in pre-primary ESL reading development. The study's significance lies in its potential to create more inclusive and effective learning environments by cateringto individual learning styles and intelligence. This research’s methodology involves several phases: initial assessment, model development, and application, with data collected through quantitative and qualitative measures. The study includes thirty pre-primary ESL students at a nursery in the Galle district known for its English-focused nursery education. Quantitative data were subjected to statistical analysis using SPSS, while qualitative data were thematically analyzed to capture the nuances of teachers' ideologies through transcriptions of teacher interviews by adhering to ethical considerations, ensuring comprehensive understand the MI-DI model's effectiveness in improving reading skills. The findings can be used to contribute to enhancing language education practices in bilingual settings, empowering both teachers and learners in the process. Furthermore, the study guides teachers by providing a universal strategy applicable to any ESL classroom. This strategy supports the diverse needs of learners by identifying different intelligences and framing them as assets rather than hindrances, thereby fostering more inclusive and effective learning environments.