Multiple Intelligences (MI)

Multiple Intelligences (MI)

1. Theory of language

   • MI theory was originally proposed by Gardner (1993) as a contribution to cognitive science.
   • Some schools in the United States have indeed remade their educational programs around the MI model
   • Applications of MI in language teaching have been more recent
   • MI proposalslook at the language of an individual, including one or more second languages, not as an “ added on” and somewhat peripheral skill but as central to the whole life of the language learner and user
   • Language is held to be integrated with music, bodily activity, interpersonal relationships, and so on

2. Theory of learning

   • Language learning and use arc obviously closely linked to what MI theorists label "Linguistic Intelligence"
   • Language has its ties to life through the senses
     • The senses provide the accompaniment and context for the linguistic message that give it meaning and purpose
   • How the MI model can be used to serve the needs of language learners within a classroom setting
     • Play to strength
       • If you want an athlete or a musician (or a student having some of these talents) to be an involved and successful language learner, structure the learning material for each individual (or similar group of individuals) around these strengths.
     • Variety is the spice
       • Providing a teacher-directed rich mix of learning activities variously calling upon the eight different intelligences makesfor an interesting, lively, and effective classroom for all students
     • Pick a tool to suit the job
       • Language has a variety of dimensions, levels, and functions. These different facets of language arc best served instructionally by linking their learning to the most appropriate kind of MI activity.
     • All sizes fit one
       • Every individual exercises all intelligences even though some of these may be out of awareness or undervalued. Pedagogy that appeals to all the intelligences speaks to the “ whole person” in ways that more unifaceted approaches do not. An MI approach helps to develop the Whole Person within each learner, which best serves the persons language learning requirements as well
     • Me and my people
       • IQ testing is held to be badly biased in favor of Western views of intelligence. Other cultures may value other intelligences more than the one measured in IQ testing. Since language learning involves culture learning as well, it is useful for the language learner to study language in a context that recognizes and honors a range of diversely valued intelligences.

3. Learner roles

   • Learners need to sec themselves engaged in a process of personality development above and beyond that of being successful language learners
   • The MI classroom is one designed to support development of the “ whole person”
   • The environment and its activities are intended to enable students to become more well-rounded individuals and more successful learners in general
   • Learners arc typically expected to take an MI inventory and to develop their own MI profiles based on the inventory

4. Teacher roles

   • Rather, it gives teachers a complex mental model from which to construct curriculum and improve themselves as educators
   • Teachers are expected to understand, master, and be committed to the Ml model
   • Connect your life’s experiences to your concept of Multiple Intelligences
   • Teachers are encouraged not to think of themselves merely aslanguage teachers
   • They have a role that is not only to improve the second language abilities of their students but also to become major “contributors to the overall development of students’ intelligences”

5. The role of instructional materials

   • Lesson organization, multisensory activity planning, and in using realia
   • MI is extensive planning and the time necessary to prepare appropriate classroom activities
   • MI requires significant creativity on the part of the teacher

6. Procedure

   • Christison describes a low-level language lesson dealing with description of physical objects
     • Stage 1
       • Awaken the Intelligence
         • The teacher brings many different objects to class. Students experience feeling things that are soft, rough, cold, smooth, and so on. They might taste things that are sweet, salty, sour, spicy, and so on. Experiences like this help activate and make learners aware of the sensory bases of experience
     • Stage 2
       • Amplify the Intelligence
         • Students are asked to bring objects to class or to use something in their possession. Teams of students describe each object attending to the five physical senses. They complete a worksheet including the information they have observed and discussed
     • Stage 3
       • Teach with/for the Intelligence
         • At this stage, the teacher structures larger sections of lesson(s) so as to reinforce and emphasize sensory experiences and the language that accompanies these experiences. Students work in groups, perhaps completing a worksheet
     • Stage 4
       • Transfer of the Intelligence
         • This stage is concerned with application of the intelligence to daily living. Students are asked to reflect on both the content of the lesson and its operational procedures (working in groups, completing tables, etc.).