MULTIPLE INTELLIGENCES IN

LANGUAGE CLASSROOM

Atula Ahuja

ORIGINAL THEORY

In his book FRAMES OF MIND published in 1983, Howard Gardner proposed this theory as a contribution to cognitive science.

It lacked basic elements that might link it more

directly to language teaching and learning.”

T h e a p p l i c a t i o n o f t h e M I t h e o r y i n l a n g u a g e t e a c h i n g i s f a i r l y r e c e n t , a l t h o u g h m a n y s c h o o l s h a d s t a r t e d e x p e r i m e n t i n g w i t h t h e i d e a i n m a i n s t r e a m t e a c h i n g b e g i n n i n g 1 9 9 3 .

R e s e a r c h q u e s t i o n s : C a n H o w a r d G a r d n e r ' s t h e o r y o f M u l t i p l e I n t e l l i g e n c e s b e a p p l i e d t o l a n g u a g e c l a s s r o o m ?

H o w e ff e c t i v e w i l l i t b e ?

RESEARCH QUESTION

EIGHT CORE INTELLIGENCES

The new view of intelligence was revolutionary and attracted the attention of educationists, class teachers and general public as well

1993 Gardner wrote: Multiple Intelligences: The Theory in Practice

proposed an extension of the MI view termed it “Multiple Intelligences Model” linked it to general education .

The model well received by many educators. prominent among those were Thomas Armstrong, Mary Ann Christison and David Lazear.

HOW HAS M.I THEORY DEVELOPED SINCE 1983?

Bruce Campbell, an educationist, developed a nationally acclaimed classroom model based upon Howard Gardner's Theory of Multiple Intelligences & presented it to the U.S. Department of Education and numerous state departments of education .

Robert J. Sternberg, Professor of Educational Phycology at Yale, in his book Beyond IQ: A Triarchic Theory Of Intelligence’ proposed a theory which is complements the M.I theory.

Teacher trainer Carolyn Chapman authored “If the Shoe Fits . . .. How to Develop Multiple Intelligences in the Classroom”

HOW HAS M.I. THEORY DEVELOPED SINCE 1983?

In his book Eight Ways of Teaching: The Artistry of Teaching with Multiple Intelligences, Lazear provided practical advice for using multiple intelligences in the classroom.

In Garner’s words “It's very important that a teacher take individual diff erences among kids very seriously. The bottom line is a deep interest in children, how their minds are diff erent from one another, and in helping them use their minds well."

THE EIGHT INTELLIGENCES IN CLASSROOM

Proponents of MI argue that language goes beyond what is defined in the traditional linguistics rubric.

.

MULTIPLE INTELLIGENCES AND LANGUAGE LEARNING

Closer to rhyme, tone, rhythm

many languages of the world are tonal

Musical

aspect

Interpersonal intelligence interacts in subtle ways during communication

Interpersonal Intelligence, key SLA

Social Interchange

LAZEAR’S MULTIPLE INTELLIGENCES TOOLBOX

Logical/Mathematical Abstract Symbols/ Formulas Outlining Graphic Organizers Calculation Deciphering Codes Forcing Relationships Pattern Games Number Sequences Problem Solving Syllogisms

Verbal/Linguistic Creative Writing Formal Speaking Humor/Jokes Impromptu Speaking Journal/Diary Keeping Poetry Reading Storytelling/Story Creation Verbal Debate Vocabulary

Visual/Spatial Active Imagination Color/Texture schemes Drawing Guided Imagery/Visualizing Mind Mapping Montage/Collage Painting Patterns/Designs Pretending/Fantasy Sculpting

Musical/Rhythmic Environmental Sounds Instrumental Sounds Music Composition Music Performance Percussion Vibrations Rapping Rhythmic patterns Singing/Humming Tonal Patterns Vocal Sounds/Tones

Interpersonal Collaborative Skills Teaching Cooperative Learning Strategies Empathy Practices Giving Feedback Group Projects Intuiting Others’ Feelings Jigsaw Person-to-Person Communication Receiving Feedback Sensing Others’ Motives

Naturalist Archetypal Pattern Recognition Caring for Plants/Animals Conservation Practices Environment Feedback Hands-on Labs Nature Observation Natural World Simulations Species Classification (organic/inorganic) Sensory Stimulation Exercises

Bodily/Kinesthetic Body Language/Physical Gestures Body Sculpture/Tableaus Dramatic Enactment Folk/Creative Dance Gymnastic Routines Human Graph Inventing Physical Exercise/Martial Arts Role Playing/Mime Sports Games

Intrapersonal Altered States of Consciousness Practices Emotional Processing Focusing/Concentration Skills Higher Order Reasoning Independent Studies/Projects Know Thyself Procedures Metacognition Techniques Mindfulness Practices Silent Reflection Methods Thinking Strategies

(©1999), Lazear

Sally Brewer Use of MI theory to teach language is a natural strategy. She recommends using Lazear’s ‘Multiple Intelligences Toolbox’ as it works well in language classroom.

How can I use

reading, spoken

and written word?

How can I use

space, patterns, mental images,

art?How can I bring in

numbers, logic and critical

thinking?

How can I bring in nature sounds, rhythm, melody?

ARMSTRONG’S PROPOSALKEY QUESTIONS

Linguistic

spatial

MusicalLogico- matheatical

How can I involve

movement and direct

experience?

How can I engage class in sharing,

cooperative

learning? How can I evoke feelings

memories,

reflection?

How can I connect it to living things and natural

phenomena?

ARMSTRONG’S PROPOSALKEY QUESTIONS

Bodily-Kinesthetic Interperson

al

NaturalisticIntraperson

al

Armstrong called it an “innovative

framework for rethinking language education.

MULTIPLE INTELLIGENCES AND LANGUAGE LEARNING

Linguistic intelligence: have a good verbal recall create a rich print environment; opportunities for creative writing, speaking, poetry, choral reading, storytelling, journal writing, lectures, debate, word Games

Logico-Mathematical: ability to use numbers and logicreading excerpts from science, activities involving logical thinking, number games, writing poetry, critical thinking

Kinesthetic: ability to use ‘muscle memory’ sing, dance, enact stories, drama or playing a game

Musical: respond instinctively rhythm, pitch, melody.songs, rhymes, poetry is the best way to learn language

USE OF EIGHT SENSES TO ENHANCE LANGUAGE ABILITIES

Interpersonal: ability to empathize and communicate wellBulletin boards, group projects, simulation games, communication, peer tutoring, debates, language experience in social settings

Intrapersonal: possess a vast inner worldSelf study, independent reading and writing assignments, chance to express own preferences, write diary as a language activity

Naturalistic: ability to recognize and classify plants, minerals, and animals: focus attention on the world outside the classroom.

Spatial: ability to see form and space, think in picturesmind mapping, picture comprehension, art, maps, studying patterns poetry

USE OF EIGHT SENSES TO ENHANCE LANGUAGE ABILITIES

Ellen Weber Ph.d, President and CEO of the MITA International Brain Center, has been a teacher for many years and now works on renewing learning and teaching approaches. She has developed practical reform programs that bring multiple intelligences theory and constructivism. Gardner says that her pioneer work in brain based learning “has inspired others to make similar applications.

Jane Carlson- Pickering is the Coordinator of the M.I. Smart! Program. On MI theory she says that anytime three or more intelligences are combined to introduce new material to students, their retention becomes long term. She also posits that technology enhances multiple intelligences.

PROMINENT RESEARCHERS & SCHOLARS

http://www.youtube.com/watch?v=WON2VnQOKaE&feature=player_embedded#!

Data presented indicates that MI can offer English language teachers, a rich, diverse way of understanding human cognitive abilities.

Can provide a variety of activities from different resources for specific lessons. So it can be concluded the MI theory can be very useful in language teaching.

The theory acknowledges learner differences and keeps them in mind while designing curriculum, hence leads to high student satisfaction leading to greater student achievement.

MI has something for all and is theory for everyone!

CONCLUSION

Gardner, H. 1999. Intelligence Reframed: Multiple Intelligences

for the 21st Century New York Basic books

Christison, MA.1996. Teaching and Learning Language through Multiple Intelligences, TESOL Journal. (6)1,

Armstrong, T. 1994. Multiple intelligences in the classroom. Alexandria, VA: ASCD

Clench, R. (2010). Howard Gardner's Multiple Intelligences Theory, Outcomes-based Education and Curriculum Implementation in South Africa: A Critique of Music Education in the General Education and Training Phase

Weber, E. (1997). Roundtable learning: Building understanding through enhanced MI strategies. Tucson, AZ: Zephyr Press.

Christison, Mary Ann (1996). "Teaching and learning language through multiple intelligences." TESOL Journal, 6(1): 10-14.

Christison, Mary Ann (1998). “Applying Multiple Intelligences Theory in Pre-service and In service TEFL Education Programs.” English Teaching Forum, April- June: 3-13.

Berman M.1998. A Multiple Intelligences Road to an ELT Classroom. Bancyfelin: Crown House Publishing Ltd.

Emma,Zevik.Multiple Intelligences:What It Is and Why It's Vital Today, Performing & Visual Arts

http://www.gse.gmu.edu/research/mirs http

://montrose42.wordpress.com/2010/04/05/multiple-intelligences-and-their-impact-on-education/

Thank you!