The Journal of Imagination and Language Learning

The First 10 Annual Volumes



Following are the more than 200 articles that have appeared in the annual publication entitled The Journal of the Imagination and Language Learning, edited by Dr. Clyde Coreil with Dr. Mihri Napoliello and published by New Jersey City University in Jersey City, New Jersey 07305, USA. Together with some l6 annual conferences on the same topic, these articles form a singular thrust that has resonated in a small but not insignificant way in vast area of international language education. These efforts resulted from the founding of The Center for the Imagination in Language Learning in 1990 by Coreil and Napoliello, both of New Jersey City University. Coreil came from newspaper journalism, linguistics, and the international post-secondary teaching of ESL. Napoliello brought a rich  background of elementary, secondary and graduate education—a teacher of teachers.

In assembling this material, it seemed fitting to include Multiple Intelligences, Howard Gardner and New Methods in College Teaching, which rounded out the number of volumes to ten. Important aspects of this publication include the fact that it resulted from a conference at New Jersey City University organized around one of the most imaginative and influential educators of our time, Dr. Howard Gardner of Harvard University. His unwritten presentation was transcribed by this Journal and appears here for the first time with his permission. This particular conference did not limit itself to language teaching, but rather was centered on the application of the theory of Multiple Intelligences (MI) in all areas of college education.  

The broad topic of methodology in college classrooms is generally considered one that is better left unmentioned in polite society, lest one or another professor be offended. I think that college teachers do not have such thin skins. Rather, we all share the obligation to objectively and often critically examine what happens in our classrooms. In this anthology, professors from different fields show the relation of MI to one or another of their classes. This central thrust of the book is perhaps unique in contemporary theories of pedagogy, few of which are articulated. Although the imagination is not identified by Gardner as one of the intelligences, it is my opinion that it serves as a denominator that is common to them all. It seems to be, therefore, a fitting conclusion to this collection.

Unfortunately, the support of such an undertaking often seems to go unmentioned and unnoticed. Without, however, the pedagogical insight and the firm conviction of one individual in a key position, this significant coming together would not have occurred. Dr. Ansley LaMar, then Dean of the College of Arts and Sciences at New Jersey City University, was precisely the silent man of the hour. He saw that the benefits outweighed the considerable burdens and dangers of financial and moral commitment to what, for him, was justified and proper.

Beginning in 2012, the publication will undergo a change from hard copy print to online. Teachers, administrators, and educators from all levels are encouraged to submit writings that are related to the intersection of the imagination and language teaching. The same high standard and active practice of editing will continue to be observed.



Clyde Coreil’s writings fall into two broad categories: creative works—stage plays, screenplays, musical plays, Southern Expressionism, comedies, farces, poems, independent songs, short fiction—and linguistic works of a theoretical and pedagogical nature. The purpose of this site is to collect these writings which might be of some interest Learn more...