The Teory of Multiple Intelligences
Howard Gardner's Theory of Multiple Intelligences was first put forward in 1983.
Gardner, a psychologist, researcher, educator and scholar at The School of Education in the University of Harvard egan to explore his interest in human cognition in the context of Poject Zero. In his book Frames of Mind: The Theory of Multiple Intelligences, he challenges the standard view of education in the fact that it opposes the notion of intelligence as a unitary capacity made up of linguistic and logical-mathematical abilities exclusively; besides, according to this theory, intelligence is not a fixed capacity -something we are born with and we cannot no much about-, but rather a continually evolving process throughout a person's lifetime.
Investigations carried out by Gardner and his collaborators in the areas of cognitive science, of developmental psychology, and of neuroscience - he carried out studies with patients who had suffered brain damage, with talented people, with normal children and with people from different cultures - led them to some conclusions regarding the nature and characteristics of human intelligence that are becoming more and more popular nowadays although not completly accepted by everyone. Among these conclusions we would like to emphasize the following ones that offer a global summary of his theory :
-intelligence t is made of distinct units of intellectual development that may function in isolation or in conjunction with each other
-it is an amalgam of abilities that allow the individual to solve problems and situations
-it can be defined as "the capacity to solve problems or to fashion products that are valued in one or more cultural settings" (Gardner & Hatch, 1989)
-each person has a particular strength in each area and a singular, unique blend of dynamic intelligences
-all (eight) intelligences are needed to function productively in society
-it is an interaction between biological proclivities and opportunities for learning in a particular context; we are all born possessing the eight intelligences, but we differ in the particular intelligence profile we are born with; besides, Gardner is convinced that we all can achieve a reasonably high level of performance in all areas of intelligences with the appropriate stimulation, encouragement and instruction.
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The "Eight Intelligences"
According to Gardner, the human being has at least eight units of intellectual functioning -he calls these units intelligences- each of them with its own observable and measurable abilities. These units are the following (see Figure 1):
Verbal-Linguistic Intelligence: Verbal-Linguistic Intelligence is the ability to think in words and to use language to express and appreciate complex meanings both orally and in writing; it also allows one to use language as a means to remember information
Logical-mathematical Intelligence: Logical-mathematical Intelligence is the ability to detect patterns, reason deductively, think logically and use numbers effectively
Spatial-Visual Intelligence:
Spatial-Visual Intelligence is the ability to recognise and manipulate form, space, colour, line, shape, and to graphically represent visual and spatial ideas in order to solve problems
Bodily-Kinaesthetic Intelligence: Bodily-kinesthetic Intelligence is the ability to use one's own mental abilities to coordinate one's own bodily movements; it encompasses the use of the body to express ideas and feelings and to solve problems.
Musical-Auditory Intelligence: Musical-Auditory Intelligence is the ability to recognise rhythm, pitch and melody; it allows people to create, communicate and understand meanings made out of sound
Interpersonal Intelligence: Interpersonal Intelligence is the ability to understand another person's feelings, motivations and intentions, and to respond effectively
Intrapersonal Intelligence: Intrapersonal Intelligence is the ability to know about and understand oneself and recognise one's similarities to and differences from others:
Naturalistic Intelligence: Naturalistic Intelligence is the ability to recognise, distinguish among, classify, and use features of the environment, both natural (plants, minerals and animals) and cultural.
Research related to areas of the intellect is still in progress; a ninth intelligence, the existential intelligence, has also been suggested, although so far, it does not seem to meet all the established criteria to be regarded an intelligence.
Some Educational Implications for Foreign Language Teaching & Learning
Although the Theory of Multiple Intelligences in a theory of intelligence, and not a teaching method or a theory of learning, it is currently referred to as the theoretical basis for many innovative instructional practices that recognise a multiplicity of learning approaches in the classroom and of students' talents and abilities.
According to this theory, revised by revised by himself after twenty years, any content can be represented - and therefore, taught and even assessed - in a variety of ways. The challenge is for the teacher to incorporate as many ways of knowing in his/her classroom so that everybody benefits from them. This does not mean that we should teach all content in eight different ways (those who favour MI theory recommend a minimum of three ways of knowing in each lesson). The important point here to make is that by stimulating a wide array of intelligences and by introducing a variety of teaching methods we can facilitate a deeper understanding of the material and we can provide students with different entry points into learning.
The Theory of Multiple Intelligences in Foreign Language Teaching
As the Theory of Multiple Intelligences is not a teaching method, the translation of its principles to the teaching practice requires from the teachers a profound understanding of its principles and their interpretation in instructional terms in interaction with the content and/or discipline to be taught.
The following table shows activity types, teaching procedures and learning strategies classified according to the unit of intelligence that they particularly address; it therefore represents an attempt to interpret this theory from the field of language teaching.
-Verbal-Linguistic
Listening and reading - both silent and aloud - of simplified readers, newspapers, plays, stories, comics, fairy tales, film transcripts, etc., compositions, letter and e-mail writing, debates, role-plays, word games such as Scrabble, word searchers, encyclopaedia and dictionary work, elaboration of a list of words which describe a particular character in a book or film, true/false questions, mind maps with related vocabulary, selection of expressions or exponents used to express instruction, suggestion, permission, etc., debates on controversial issues, etc.
Have a look at these examples of activities connected with the development of the verbal-linguistic intelligence.
-Logical-Mathematical
Identification of patterns of stress, intonation, etc., classification of words and expression into categories, problem solving, activities that imply measuring, quantifying, etc., ordering paragraphs, instructions, sequences of events, etc., rule induction tasks through discovery techniques, odd one out activities, hypothesis making activities, etc.
Have a look at these examples of activities connected with the development of the logical-mathematical intelligence.
-Spatial-Visual
Exposure to visual information which clarifies linguistic input, video, flashcards, slides and film and viewing, Power Point presentations, visualisation activities, drawing according to instructions or to illustrate an oral or a written text, picture dictations, mind and concept maps, representation of information though graphs and diagrams, description of pictures, drawings, photographs, etc., identification of pictures which represent ideas or information, colour highlighting of information, morphemes (eg. third person -s), irregular plurals, etc., information transfer activities (to tables, graphs, etc.), theme poster making (food, the environment, Christmas, etc.), picture dictionary, etc.
Have a look at these examples of activities connected with the development of the spatial-visual intelligence.
-Musical-Auditory
Songs, chants, rhymes, exposure to sounds and noises which clarify linguistic input, song composition out of a familiar melody, reading aloud of poems, clapping to mark word stress, background music, music or song selection to accompany a text, text listening, etc.
Have a look at these examples of activities connected with the development of the musical-auditory intelligence.
-Bodily-Kinaesthetic
T.P.R. activities, role-playing, crafts, presentation and practice of content through tactile experiences, linking linguistic content or practice to bodily sensations, cutting out pieces of text in order to sequence them, use of mime, gestures, body movements to exemplify or clarify linguistic input, information gathering from different places in the classroom, poster making, picture dictation, etc.
Have a look at these examples of activities connected with the development of the bodily-kinesthetic intelligence.
-Intrapersonal
Individual work, silent reading, self-study activities, personal dictionaries, individual computer activities, diary writing, personal reports or comments to films, books, magazines, graded readers, etc., information gathering related to a topic of personal interest, "What would you do/say/react, etc." activities, identification of similarities and differences between oneself and a fiction character, personalisation of linguistic practice, etc.
Have a look at these examples of activities connected with the development of the verbal linguistic-intelligence.
-Interpresonal
Group and pair work, projects, jigsaw reading/listening, letter or e-mail writing, class surveys, interviews, interactive information gap activities, group composition of stories, reports, etc., peer correction, peer checking of vocabulary, grammar knowledge, etc.
Have a look at these examples of activities connected with the development of the verbal linguistic-intelligence.
-Naturalistic
Working on environmental issues and concerns, classification of natural and cultural features of the environment (animals, plants, means of transport, car models,...), description of natural phenomena (landscapes, habitats, weather,...), visualisation of images of nature, etc.
You can find much more information in the web. In teacher tap there are ideas to connect MI and technologies. In M.I. Smart ! , didactic units that incorporate M.I.. Besides, you can find ieas to interconnect the different intelligences or an extensive M.I. resources site.
Some basic reading:
Christison, M.A. (1996). "Teaching and learning languages through multiple intelligences". TESOL Journal 6 (1): 10-14.
Fonseca Mora, M.C. (2002). Inteligencias múltiples, múltiples formas de enseñar inglés. Mergablum
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Nueva York: Basic Books.
Gardner, H. (1997). "The First Seven... and the Eighth. A Conversation with Howard Gardner". Educational Leadership 55 (1), September. Retrieved May 5, 2003, from http://www.ascd.org/readingroom/edlead/9709/checkley.html
Puchta, H. (2007). Multiple Intelligences in E.F.L. Cambridge, C.U.P.