Some English language teaching activities relate to each intelligence. Any individual activity may focus on one particular intelligences, but will inevitably at the same time relate to several different ones (see page 66).
To understand and work effectively within a given intelligence, we must immerse ourselves in its operating mode and learn its language. Part of the difficulty of working with MI from an instructional.assessment point of view is that their encoding system, for the most part, are not verbal.
(Eg: the language of the bodily/kinesthetic intelligence is shapes, images, designs, colour, textures, symbols and “inner seeing” that involves active imagination, predicting, visualization, sense of direction, etc)