UNIVERSIDAD ESTATAL DE MILAGRO

CARRERA: PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y

EXTRANJEROS EN LÍNEA

DOCENTE: BAÑO SANCHEZ ANGEL GABRIEL

ESTUDIANTES: ANA VICUÑA

ERIKA CHAGLIA

GABRIELA CAMACHO

FACULTAD: FACULTAD DE EDUCACIÓN

NIVEL: CUARTO NIVEL

PARALELO: “C1” - MODALIDAD EN LÍNEA

 N° del
Reporte
Informe de Resultados de aplicación de la Guía de Prácticas
1

Datos Generales
NOMBRE DE LA EXPERIMENTAL PRACTICE TASK 1
PRÁCTICA
PEDAGOGÍA
DE LOS
Methodology for
FACULTAD IDIOMAS
FACULTAD EDUCACIÓN
CARRERA ASIGNATURA teaching English
NACIONALES Y
to children
EXTRANJEROS
EN LÍNEA
PROFESOR DE BAÑO SANCHEZ ANGEL GABRIEL AMBIENTE O
PRÁCTICA LABORATORIO
TIEMPO ASIGNADO Tipo APE
Children
UNIDAD: TEMAS: 2 The language acquisition process in children
brain
FECHA DE INICIO FECHA FIN

Individual
TIPO DE PRÁCTICA CANTIDAD DE
3
(Marque la opción) ESTUDIANTES
Grupal X

NOMBRE DEL O LOS ESTUDIANTES:

1. ANA VICUÑA 2. GABRIELA CAMACHO

3. ERIKA CHAGLIA 4.

Desarrollo de la Práctica
Gardner (1983) describes 8 kinds of intelligences connected to second language
acquisition. Choose TWO of them and describe them with more details.

For Piaget, intelligence is the ability to maintain a constant adaptation of the schemas of the
subject to the world around him. (c_piaget.doc) And it is that these diagrams are the
representations that it has or build the environment theme. It means a concordance between
their cognitive schemata and the medium in which it develops allowing the subject to develop
in it. It is important that we understand that we all have intelligence and that it develops as
we allow it. One thing is true, according to experts, intelligence is hereditary up to 55%, but
it can be exercised and shaped according to external factors.
As a group we made the selection of two of these, which are: Verbal-linguistic and logical-
mathematical intelligence. Both are very important in the field of education because they are
necessary for the establishment of the foundations of the teaching-learning process of
reading and writing skills and mathematical operations. In addition, these intelligences to be
detailed are those that present greater difficulty in the first years of schooling, when they are
not exercised.
Linguistic Intelligence.
But what is a linguistic intelligence? For the American psychologist Howard Gardner Based
on his Theory of Multiple Intelligence determined in 1983, linguistic intelligence or linguistic-
verbal intelligence is a form of human intelligence that is linked to verbal language and
linguistic expression capabilities. That allows the individual to communicate with total ease
and acquire speech skills as quickly, clearly, and fluently as possible.
Linguistic intelligence is nothing more and nothing less than the handling of languages,
writing, oral expression, and all poetic resources. People with high linguistic intelligence
have a natural facility to learn several languages, they also enjoy the handling of words and
the total organization of language. This skill is very common in those who cultivate the oral
or written word. are professions that require this intelligence, such as: writers, translators or
lawyers, teachers, speakers, salespeople, masters of ceremony, tourist guides, political
leaders, and many more.

Main Characteristics of linguistic intelligence

Regarding language, Piaget argues that it appears at a time of transition between sensory-
motor intelligence and that which develops in the pre-operational period, due to the
contributions and synchronization of sensory-motor intelligence and symbolic function.
(Zegarra & García, 2018). It is for this reason that linguistic intelligence develops the
following characteristics.
1. It interrelates our speech apparatus, our temporal lobe of the brain and the society in
which we operate, since language is also a social phenomenon.
2. It is an important tool for the construction of symbols, signs, and other scrutinized
languages.
In other words, these characteristics imply that those people who possess and develop this
intelligence will have a greater capacity to acquire and share knowledge

Logical-mathematical intelligence.
Many times, we have heard the following phrase: "If you are good for one thing, you are
good for everything." How many times have we made that mistake? And it is for a long time
that logical-mathematical intelligence, together with linguistic intelligence, was considered a
unique concept of intelligence. That is to say, "Who is good is in mathematics and language,
he is intelligent". Gardner, with his Theory of Multiple Intelligences, denies that myth and
tells us about the existence of various types of intelligence and highlights the many qualities
and virtues of mathematical logical intelligence.

The logical-mathematical intelligence encompasses many factors related to the analytical

and synthetic development and the integration of the mind. This is how it goes from an
analysis of concrete objects to an abstract analysis. First, a relationship is established
between the person and the world of objects. When this relationship matures, the mind
distances itself from the material world and moves to an abstract level. In this way the
information is mentally manipulated. Thus, they can mentally perform actions on objects,
see the relationships between them, and so on.

Main characteristic Logical-mathematical intelligence.

People who possess this intelligence and develop it have the following characteristics.
They are happy when they follow processes and these help them to understand things:
 They are generally orderly and fussy people.

 They love to ask and when they do, they are usually quite technical, that is, their
questions are complex.
 They work with numbers, measurements, degrees, dimensions, angles, etc.
 They love to experiment logically.
 They explore patterns and relationships.
 They have good skills and help solve problems.
 They are good at solving complex situations.
 They are organized through the classification and systematization of the
information.
 They pursue ideas. And they are interested in him, how
 How does something work?
Based on these characteristics, people who have this intelligence are seen working in the
following professions or trades, the same ones that are associated with this ability, these
are: engineering, economics, science and research, mathematics, physics, chemistry,
accounting, and the like.

Create a table or graphic organizer, compare the 2 of them and identify 2 similarities
and 2 differences
Link:
https://www.canva.com/design/DAE1FVv6y1E/share/preview?token=LxXZi_e7xZHRZ
wyl1lfyDQ&role=EDITOR&utm_content=DAE1FVv6y1E&utm_campaign=designshare
&utm_medium=link&utm_source=sharebutton

After your analysis on the similarities and differences, answer these questions:
a. In your opinion, which of the 8 intelligences influences teaching and learning the
most nowadays? Justify your answer
As a team opinion we can say that Bodily- Kinesthetic intelligence influence teaching in a
powerful way because children with a high bodily-kinesthetic intelligence love to move. They
use movement to acquire knowledge about themselves, their physical and mental abilities
and about their surroundings. Even when it would not be the strongest intelligence for most
of the children, it is a fact that they are naturally active and full of energy; so activities focused
on developing kinesthetic intelligence can help students to free their energy and get more
concentrated.
 b. Which one of these theories has become less influential in English teaching and
learning now? Justify your answer
All intelligences influence some way the language teaching and learning process, however,
we consider that Logical - mathematical intelligence has become less influential for this
process. Even when English, as whatever other language, has a semantic category destined
for math and its awareness, it is learned as vocabulary. In that sense it becomes important
for verbal intelligence.

ANEXOS: (Gráficos, Fotografías y/o Dibujos de la Práctica en Realización)

Video link:
https://drive.google.com/file/d/1dtYUOgwqQEyLpDjIe2WW-
O7CAMeG2GT8/view?usp=sharing

Resultados Obtenidos
No aplica

Conclusiones y Recomendaciones
No aplica

c_piaget.doc. (s.f.). Obtenido de c_piaget.doc:

http://www.utemvirtual.cl/plataforma/aulavirtual/assets/asigid_745/contenidos_arc/392
50_c_piaget.pdf
CONCEPTO. (s. f.). Inteligencia lingüística. Inteligencia lingüística. Recuperado 12 de enero
de 2022, de https://concepto.de/inteligencia-linguistica/
XEVI MOLAS. (2021, 1 mayo). Inteligencias Múltiples: Inteligencia Lógico-Matemática.
PsicoActiva. Recuperado 12 de enero de 2022, de
https://www.psicoactiva.com/blog/inteligencias-multiples-inteligencia-logico-
matematica/
Zegarra & García, 2. p. (marzo de 2018). Scielo. Obtenido de
http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1990-
86442018000100024&lng=pt&nrm=iso