INNOVATIVE TECH-ENHANCED LANGUAGE LEARNING FOR SUSTAINABILITY: EMPOWERING GIFTED MULTILINGUAL CHILDREN THROUGH IPOF-MI

Abstract

There is a growing portion of the population exhibiting extra "intelligence" these days all over the world. Some researchers indicate that bilingualism / multilingualism causes these kids to score higher on verbal and nonverbal IQ tests than other children; they will have a more diversified structure of intelligence and more flexibility in thought: greater cognitive flexibility, greater creativity, and greater divergent thought.

This study was conducted to suggest IPOF Instructional Model for the gifted bilinguals / multilinguals based on MI Theory integrated with technology, which is composed of four processes; input, process, output, and feedback. In the first step, the relationship between the gifted/talented and bilinguals / multilinguals is made. In line with this, the interrelations between the gifted bilinguals / multilingual and MI Theory to various domains such as verbal, musical, mathematical, spatial, interpersonal, intrapersonal, natural, and kinesthetic bits of intelligence of the children are reviewed. In the second step, an IPOF technology integrated instructional model based on MI Theory is proposed for gifted bilingual/multilingual children in the Input – Process – Output – Feedback (IPOF) frame. In the third stage, the units are taught, and the questions of the students are answered. In this model, the teacher is not only teaching but facilitating the lesson for their students. With the formative evaluation, in this MI Theory-based approach, summative evaluation is used. After all the evaluation process is done, as the fourth stage, the teacher gets the feedback of the students’ knowledge of the lessons. In MI Theory-based approach experiencing is important, so the teacher should create an authentic environment to let the students experience it. If something is practiced, then it means it has a meaning for the gifted bilinguals / multilingual and the teachers. If the results are satisfying the teacher should go to the next unit or if the results are not satisfying the teacher should go to the beginning of the model, and does the same thing from the beginning to the end.