The Application of Multiple Intelligences Theory and the Whole Language Approach in Theme-Based Chinese Language Teaching for Young Children: A Case Study of Dadi International Kindergarten (Srinakarin Campus) in Thailand

Abstract

With the continuous development of international Chinese language education, Chinese learning among young children in Thailand is showing a clear trend of becoming more age-inclusive. However, early childhood Chinese education in Thailand still faces significant challenges, such as the complexity of multilingual environments, fragmented teaching content, underdeveloped instructional frameworks, and limited pedagogical diversity. Against this backdrop, exploring effective methods to enhance children's Chinese proficiency while promoting their multiple intelligences has become a meaningful topic of research.This study aims to: 1) explore whether integrating Multiple Intelligences Theory with the Whole Language Approach can improve the effectiveness of early Chinese language instruction; 2) investigate changes in children’s multiple intelligences before and after the teaching intervention; 3) examine the role of the Whole Language Approach in enhancing young children's Chinese reading and writing skills.Grounded in Multiple Intelligences Theory and applying the pedagogical principles of the Whole Language Approach, this study designed a series of thematic teaching activities. The intervention, centered on the theme of "vegetables," was conducted at the Srinakarin campus of Dadi International Kindergarten in Thailand. Using observational and experimental methods, the research examined how the combined approach affected children’s acquisition of Chinese as a second language.Findings suggest that integrating Multiple Intelligences Theory with the Whole Language Approach can significantly improve the quality of Chinese language teaching, support the development of children's multiple intelligences, and enhance their listening, speaking, reading, and writing skills. This integrated model not only provides practical guidance for early childhood Chinese language education in Thailand, but also offers new perspectives for the diversified development of language instruction in multilingual environments.