Gardner’s definition of Intelligence
• Gardner defines intelligence as the
biopsychological potential to process
information that can be activated in a
cultural setting to solve problems or create
products that are of value in a culture.
Theory of language and
not seen as a peripheral skill but as
central to the whole life of the learner and
integrated with music, bodily activity,
interpersonal relationship, etc.
not limited to a “linguistics” perspective,
but rather, it encompasses all aspects of
MI proponents believe there is more to language than
what is usually subsumed under the rubric "linguistics".
Other intelligences enrich the tapestry of
communication we call "language".
The senses provide the accompaniment and context
for the linguistic message that give it meaning and
A multisensory view of language is necessary to
construct an adequate theory of language as well as an
effective design for language teaching.
• 1) Awaken the Intelligence
By many extrasensory experiencies
• 2) Amplify the Intelligence
Improvement of the intelligence volunteering
objects and events
• 3)Teach with/for the Intelligence
The intelligence is linked to some aspect of language
• 4)Transfer of the Intelligence
• Teachers are encouraged
to administer an MI
inventory on themselves.
• They have a role that is not
only to improve the second
• Learners are expected to take
an MI inventory and to develop
• Students need to see
themselves engaged in a
process of personality
development beyond of being
successful language learners.