@article{oai:nuis.repo.nii.ac.jp:00002708,
 author = {Darlene, Yamauchi and Darlene, Yamauchi},
 journal = {新潟国際情報大学国際学部紀要},
 month = {Apr},
 note = {The term ‘Global jenzai (Global Human Resources) has become a buzz word particularly within the field of tertiary education in Japan with the Ministry of Education presenting mandates that are aimed and hoped meet the challenges of producing future ‘Global Citizens’  (MEXT, 2014). One method often presented as a solution to the challenge of developing global jenzai is active learning with its concentration on learner autonomy.  The promotion of active learning a great challenge to tertiary educators in Japan as it may be argued that two of the most highly denigrated aspects of Japanese education are its rigidity, and its focus on rote-memorization to the detriment of higher order thinking skills and are not conducive to active learning (Beauchamp, 2014). This paper discussed how active learning might be encouraged by applying quantitative data obtained from a Multiple Intelligences (MI) Inventory designed by the researcher led to the strategic implementation of MI principles into tertiary CLIL classes. Practical interventions such as the incorporation of the teaching strategies cooperative learning and the use of music for TOEIC preparation were presented and offered as a means to improve motivation, promote learner autonomy and met the criteria active learning. Further research was indicated to determine whether deep understanding or learning was established as this issue was found to be beyond the realm of this study. Future studies increasing sample size or adding a quantitative research instrument may offer more information as to the benefits of MI generated activities in this CLIL context.},
 pages = {41--53},
 title = {Utilization of Multiple Intelligences at the tertiary level for the Promotion of Active Learning},
 volume = {2},
 year = {2017},
 yomi = {ダーリーン, ヤマウチ}
}