Psychopedagogical factors that affect L2 listening acquisition in diverse Spanish bilingual and non-bilingual instructional settings: multiple intelligences influence

Cristina Morilla García, Víctor Pavón Vázquez


Research on the mind, the brain and education has shed light on the process of learning a foreign language in bilingual education. The present study attempts to investigate the relationship between L2 listening skills and multiple intelligences in bilingual and non-bilingual contexts. The research was conducted on fourth year primary school students. It involved two schools in the province of Cordoba (Andalusia, Spain) and one school in the Community of Madrid, that had implemented different educative programmes for the acquisition of listening skills: Advanced Methods Corporation (AMCO) which is a bilingual education program that integrates multiple intelligence strategies into the curriculum, Content and Language integrated learning (CLIL) and the traditional method of teaching English a foreign language (TEFL). The results of this eclectic study indicate that a bilingual education program that includes multiple intelligence strategies benefits students´ listening proficiency by promoting motivation in the learning process.



AMCO; CLIL; L2 listening skills; multiple intelligence strategies; motivation

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