Editorial

End of another school year...a time for rest... reflection... refueling... and renewal for the coming school year. And coincidentally, we bring you an exciting new issue of ETNI News, devoted to exploring the “other” side of our profession, that which caters not to proficiency exams and curriculum requirements, but emphasizes the multitude of talents and challenges that our students bring to our classrooms every day.  

Multiple intelligences...whole brain learning...learning styles and preferences...individualized instruction... learner-focused curriculum ...subject/content-based instruction... alternative education and assessment. What do they mean? Are they all the same thing? Complements of the same basic concept? Do we study these new trends, find them interesting and then simply tuck them into our research files? Present them to the class as a reading text or questionnaire, perhaps followed by a brief discussion, and then move on?  

We know that Rebecca Oxford’s discourse on learner styles has had a major impact on the way we were taught to teach and now teach. Are learner styles the same as Gardener’s multiple intelligences theory? A cursory glance, and we may say yes. But to complicate the issue, many believe that once we identify the stronger capabilities or intelligences that our students bring to our classrooms, we must also be aware that they will prefer certain ways to further develop that intelligence and express it in the language learning classroom. If we grid a class of 30 students, for example--eight intelligences horizontal, and learning styles (visual, oral, kinesthetic, aural, etc.) on the vertical, we would end up with hundreds of combinations. But is that the point?  

Mary Ann Christison* thinks that first we must learn to use the intelligences in problem situations, and then discover that using different intelligences creates a deeper, richer and more varied approach to learning. Students become aware of their own and their fellow students’ strengths, and examine through cooperative group work the contributions those differences can make. Teachers structure activities that rely on the strengths of several intelligence areas. 
*in Teaching and Learning Languages Through Multiple Intelligences, TESOL Journal Autumn 1996. 

As we explore textbooks, prepare tests and material for our classes, we hear the voice of alternative education becoming stronger every day. Our intent with this issue of the News, as exhibited by the multiple styles, subjects and target audiences of our features and other articles, is to do more than instruct you on the ABC’s of learning styles and multiple intelligences -- there are books, websites and materials that will provide that foundation. Instead, we dug below the definitions and gloss:  

1. Special thanks to Dr. Michael Jaffe of the Communication dept. at Haifa University for his contribution to the news. His article shows how our reasoning abilities are connected to our language ability, and proposes that virtual frameworks provide an opportunity for the EFL teacher to redefine the traditional concepts of literacy, grammar, and reason in the classroom, and use it to improve more traditional skills. We welcome other contributions from the academic community in future issues. 
2. Jimmy Backer’s article offers a comprehensive history and guide to the world of synchronous multi-user internet programs (chat style), while exploring the benefit that this new technology can offer to advance the untapped talents of our EFL students. Jimmy also discusses how chat is redefining traditional notions of the EFL class and learning experience. 
3. Renee Wahl not only shares her treasure of “surfs”, but takes us inside courses and resources offered on the Net in the area of multiple intelligences and learning styles, interesting methodology and alternative assessments. Renee also urges us to enter the arena of “chats” to share our interests with colleagues around the world. 
4. On the practical side, our teacher-guru Dalia Goldberg reminds us of our responsibility to use MI and learning styles theories to help students understand not only how they learn, but the importance of introducing materials to promote that process. 
5. Laureen Rabbe and Gail Shuster-Bouskila show us how the learning of one skill traditionally associated with strong aural learners--listening comprehension-- can cater to different learning styles, depending on the construction of the activities and material used. 
6. We take the time to contemplate the astounding success of TPRS that has enthralled many American foreign language classrooms. 
7. Bonnie Rechter and Ellen Serfaty take us to two traditional gatherings of teacher learners: Bonnie shares her reflections on Sternberg’s theories on the Intelligence of Success, gleaned from her participation in the Blanco-Weiss Institute Seminar in Jerusalem.  And Ellen shares the findings of a conference that focused on the progress that Jerusalem is making in changing non-readers from a headache and problem, to a specialized discipline with tried-and-true answers to teachers and administrators on how to effectively set up these projects in the schools. 
8. Ann Shlapobersky treats us to two different approaches for assessing CALL and other multi-media projects ; and David Lloyd shares with us yet an another international project that gives new meaning to the term student empowerment. 
9. As always, David is on hand to sum up ETNI List progress and guide the perplexed and harried teacher to the resources on our constantly growing and expanding website; and David also highlights recent breakthroughs in teacher input to Ministry policy forged by our small virtual community. 
10. Gail Mann recognizes that searching the Net, especially understanding the technique and terminology of search functions, is difficult for many of us to comprehend, and breaks down Boolean Logic, the main search tool used today, so that we can all learn this important method of getting the most out of the Net. 
11. ETNI News staff share with you how we create an on-line publication, relying exclusively on e-mail, chat and the internet. 
12. Check out regular columns, see how teachers reacted to our last issue and respond!
13. And finally, Judy Steiner tells us more about a document that is likely to bring about a revolution in our teaching world of textbooks and testing and lesson planning.  Will the new curriculum standards keep pace with the exciting new world that computer technology has opened in the wake of Gardener’s and others’ challenge to educational systems all over the world to build our classrooms and learning around our individual students’ strengths and talents? You be the judge.

ETNI News is a volunteer effort coordinated by ETNI list members that relies solely on the contributions of its readers. Make an effort this summer:  

1. treat yourself and us, and dig out that “Idea” file, research and develop new materials for next year, and share it with us
2. dust off your previous publications and take another look at your findings
3. explore this issue and the one before it and let us know your reactions

We hope to introduce a new column in our next issue--Potpourri--featuring your interests and experiences that build the patchwork of Israel’s English language learning program.