Getting Your Hands on Learning: Manipulative Tools in Content ESL/EFL Instruction

Kathleen Corrales

doi:10.5294/laclil.2008.1.1.7

Getting Your Hands on Learning: Manipulative Tools in Content ESL/EFL Instruction

Authors

Kathleen Corrales Author

DOI:

https://doi.org/10.5294/laclil.2008.1.1.7

Abstract

Manipulatives are only for math classes and kindergartners, right? Wrong! Since Rita Dunn’s ground-breaking research on learning styles and Howard Gardner’s theory of multiple intelligences, educators of all subjects have tried to develop teaching techniques that allow all types of students to learn. Because of their highly visual and kinesthetic/tactile character, manipulatives are an especially powerful tool for ESL-content instruction. However, they are relatively unknown in the ESL field because many teachers believe that manipulatives can only be used with the very young or in math classes. In this article, I will explain how using manipulatives in class can turn learning into a fun and meaningful experience. I will provide 7 different teacher-made manipulatives that have been used in ESL language arts, science and social studies classes.

Downloads

Download data is not yet available.

Author Biography

Kathleen Corrales

Kathleen Corraleshas an MA in TESOL from The American University in Washington, D.C. She currently teaches English at the Instituto de Idiomas at Universidad del Norte, Barranquilla, Colombia, and serves as Assistant Academic Coordinator to the extension program there. Kathleen previously taught English, science, and reading to public school ESL students in the Washington, D.C. area. Her research areas of interest are learning styles, multiple intelligences, bilingualism, and second language acquisition.

Downloads

Published

2010-02-11

How to Cite

Corrales, K. (2010). Getting Your Hands on Learning: Manipulative Tools in Content ESL/EFL Instruction. Latin American Journal of Content & Language Integrated Learning, 1(1), 60–65. https://doi.org/10.5294/laclil.2008.1.1.7

Download Citation

Issue

Vol. 1 No. 1 (2008)

Section

Commentaries

License

Authors who publish with this journal agree to the following terms:

This journal and its papers are published with the Creative Commons License Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). You are free to share copy and redistribute the material in any medium or format if you: give appropriate credit, provide a link to the license, and indicate if changes were made; don’t use our material for commercial purposes; don’t remix, transform, or build upon the material.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).