This paper describes "Ditch the Dictionary," a college faculty development workshop at Johnson and Wales University (Rhode Island) that applies the theory of multiple intelligences to vocabulary development and reading instruction in the English-as-a-Second-Language classroom. It was found that the institution's international and immigrant students were anxious about vocabulary use, overused the dictionary, and felt real learning was always by rote learning, traits not found compatible with good reading practice. A classroom technique for opening a reading course is described: having students reflect on a memorable learning event, so that they may realize that individuals process information in different ways. Theories of multiple intelligences and learning styles are then reviewed briefly, and a list of internal questions used by good readers to attack a new word is offered, along with several additional techniques. (Contains 16 references, and a list of ten ways to apply multiple intelligences theory in the ESL vocabulary class is appended.) (MSE)