The document outlines Howard Gardner's theory of multiple intelligences, which defines intelligence as the ability to solve problems and create products valued in a particular cultural context. Gardner proposes eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that language learning should incorporate and value all intelligences, not just linguistic skills. Teachers should help students develop their multiple intelligences and see language learning as part of personal development. A variety of activities can be used to engage different intelligences in the language classroom.

1. Multiple Intelligences Theory
By Howard Gardner

2. What was believed to be
intelligence?

3. 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.

4. The Intelligences
Verbal/Linguistic
Intelligence
Musical Intelligence
Interpersonal Intelligence
Logical-Mathematical
Intelligence
Intrapersonal Intelligence
Spatial/Visual
Intelligence
Naturalist Intelligence
Bodily-Kinesthetic
Intelligence

5. Verbal/Linguistic Intelligence

6. Logical-Mathematical Intelligence

7. Spatial/Visual Intelligence

8. Bodily-Kinaesthetic Intelligence

9. Musical Intelligence

10. Interpersonal Intelligence

11. Intrapersonal Intelligence

12. Naturalistic Intelligence

13. Theory of language and
language learning
Language is:

not seen as a peripheral skill but as
central to the whole life of the learner and
user.

integrated with music, bodily activity,
interpersonal relationship, etc.

not limited to a “linguistics” perspective,
but rather, it encompasses all aspects of
communication.

14. 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
purpose.
●
A multisensory view of language is necessary to
construct an adequate theory of language as well as an
effective design for language teaching.
●

15. Syllabus ?

16. Stages
• 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
learning
• 4)Transfer of the Intelligence

17. Teacher’s Role
• Teachers are encouraged
to administer an MI
inventory on themselves.
• They have a role that is not
only to improve the second
language.

18. Student’s Role
• Learners are expected to take
an MI inventory and to develop
their own
• Students need to see
themselves engaged in a
process of personality
development beyond of being
successful language learners.

19. Activities
Linguistic
Crosswords, newspapers, Internet, biographies,
autobiographies, books.
Visual
Artwork, photographs, posters, charts,
illustrations, cartoons, props for plays, videos,
murals, sculptures.
Body/Kinestheti Games, experiments, pantomiming,
presentations, dances, aerobics.
c
Interpersonal
Movies, team computer games, wrap arounds,
conversations, conferences.
Mathematical
Puzzles, timelines, analogies, patterns, formulas,
abstract symbols, diagrams, mind maps,
computer games.
Musical
Background music, raps, jingles, tone patterns,
trios/quartet, choirs, cheers.
Intrapersonal
Journals, readings, self evaluation.