The use of illustrated tales: a proposal to improve Multiple intelligences and students’ learning approach based on CLIL

Abstract

The central purpose of this Master's Intervention proposal is to demonstrate that the use of illustrated tales as a teaching didactic material in the Primary Education classroom following CLIL (Content and Language Integrated Learning) is a very appropriate and effective idea for learning the English language in any subject. The use of illustrated tales inside a CLIL classroom will help us to form a perfect environment for the development of the critical and meaningful learning. For this reason, illustrated tales are a creative way to connect the student's learning with their real life. Throughout this work, we will find important aspects such as positive and negative features that may occur in the learning of the English language. We will be analyzing the advantages of using illustrated tales in students’ learning that can be developed working with multiple intelligences (MI) with illustrated tales for the teaching of a foreign language as an educational resource inside and outside the CLIL classroom that promotes enthusiasm, leadership, motivation, and positivism in students. To conclude, a creative didactic proposal will be presented and evaluated designed for the students of the first years of Primary Education.