Innovation in Language Learning

Abstract
Over thirty years of practice in multiple intelligences education have shaped this work. I observed that, in Howard Gardner’s theory, musical intelligence differs fundamentally from linguistic intelligence: children naturally acquire their mother tongue through musical intelligence—by listening, rhythm, breath, and emotion—long before they can read or decode symbols. Those who begin language learning through musical intelligence often surpass peers who rely mainly on linguistic intelligence.

Based on these insights, I developed “Grammar of Character,” a culture-infused grammar pedagogy that emerged from long-term observation of my own child’s language growth. Children strong in musical intelligence learn language holistically, while those relying on linguistic intelligence often approach it through analysis and rule-building. Musical-intelligence learners stay calm, joyful, and in their optimal state; linguistic-intelligence learners often become anxious and disengaged when they do not immediately understand.

To let young learners explore in “a hundred languages,” I designed immersive environments where ancient Chinese classics—such as Dream of the Red Chamber—are re-staged through drama, rhythm, and bilingual parallel texts. Paradoxically, I chose grammar—the driest subject—as the gateway: embedding “grammar windows” into creative tasks so children can enter deeply yet emerge with clarity. Lessons combine bilingual passages, grammar tables, enactment scripts, rhythm cards, music appreciation, and fairness-math prompts. These multimodal tasks are supported by digital presentation tools and online collaborative platforms, situating the project within the field of ICT for Language Learning.

Students reported that they could understand the content, appreciated the beauty of the textual contexts, and enjoyed this way of learning. They no longer felt intimidated by classical works—even younger children said they could follow and understand.

Preliminary data from mixed-age classes show: (1) richer metalinguistic talk, (2) improved task-based accuracy, and (3) stronger articulation of values (care, fairness, responsibility) through language.

This session will share a replicable unit template and an analytic rubric, showing how culture-rich content fused with explicit yet humane grammar can cultivate both linguistic precision and character.

Keywords
character education; culture-infused grammar; bilingual pedagogy; musical intelligence; linguistic intelligence.