Dr. Howard Gardner, a psychologist and professor of
neuroscience from Harvard University, developed the Multiple Intelligence
Theory (MIT) in 1983, which postulates that every person has a unique combination,
or profile, of eight (which later became nine in 1999) intelligences. According to the theory, although we
all have nine of these intelligences, each person has his or her own
configuration, similar to fingerprints (PBS 2013). Gardner’s theory was revolutionary and challenged the
traditional perception of intelligence, measured by IQ tests, and was deemed as
far too limited. MIT challenged
the emphasis of our school and our culture on logical-mathematical and
linguistic intelligences, and put the various intelligences in neutral values,
with none superior over another (Morgan & Fonseca 2004). Nowadays, many teachers and schools
have adopted MIT into practice and are redesigning the way they teach
(Armstrong 2013). MIT’s account
for a broader range of potential for an individual list the following intelligences
(Armstrong 2013; PBS 2013):
1.
Linguistic intelligence- "word
smart"; the ability to express oneself and understand others through
words.
2.
Logical/Mathematical intelligence-
"number/reasoning smart"; ability to understand the underlying
principles in some kinds of causal system and can manipulate numbers,
quantities, and operations.
3.
Spatial intelligence- "picture
smart"; ability to interpret the spatial world in one’s mind; greatly
connected with art, sciences, and engineering.
4.
Bodily/Kinesthetic intelligence- "body
smart"; the capacity to use the whole body or parts of the body in order
to produce something and solve problems.
5.
Musical/Rhythmic intelligence- "music
smart"; ability to think in music, recognize patterns, and manipulate
them.
6.
Interpersonal intelligence- "people
smart"; ability to connect with other people and understand them.
7.
Intrapersonal intelligence- "self
smart"; ability to understand oneself, personal capabilities and
interests.
8.
Naturalist intelligence- “nature smart”;
ability to categorize animals, plants, and other features of the natural world.
9.
Existential
intelligence- ability to pose and ponder questions concerning life, death, and
ultimate realities.
In language learning
MIT addresses the
reality that any classroom has a very diverse set of
learners. MIT takes into
consideration the different modalities of learning based on the intelligence
profiles of each student. In
learning languages, J. Arnold Morgan and Ma Carmen Fonseca (2004)
assert, “language
is not seen as limited to a ‘linguistics’ perspective, but encompasses all
aspects of communication.” Through
the MIT framework, learners are given the opportunity to develop language
through a variety of learning strategies, as well as developing their individual
intelligences. Furthermore,
teachers are given a wide array of “tools” that they can use based on with which
they think their students can learn best.
MIT is strategy-based, brain friendly, multi-sensorial and provides
learners comprehensible input by connecting new information with their own
learning styles (Torresan 2010).
Some strategies that teachers can use for their students include
creating mnemonic devices, graphic organizers, collaborative learning
activities, games, TPR and creating nonlinguistic representations such as video
clips or pictures.
In adherence to the CREATE
model, one will see the relevance of MIT in language learning.
Collaboration:
The focus of language learning in the educational system implies that the labor
industry will have workers who are literate and competent in
communication. As much as we would
like policymakers to play the big part in implementing MIT and language
learning into the educational system, it really roots to the collaboration of
the school and the classroom teacher.
For example, the strides of John F. Kennedy High School in their SAT-10
scores in literacy can be attributed to the school’s collaboration and adopting
into their classes different brain-based strategies.
Relevance: MIT
in language learning is research-based and backed by concepts of neurosciences
and psychology.
Evidence: Teachers
can track improvement or language development through common assessments and
language assessments. Teachers can
record the data and share it with the school. The administrator can continue to share the data and
strategies with others in the community, stakeholders, or other schools.
Alignment: MIT
includes many strategies that are very useful to teaching topics aligned with
the district content standards.
Transparency:
Data can be shared with stakeholders and policymakers.
Empowerment:
Because MIT focuses on individual learner needs, rather than having students
learn in traditional ways where the focus is heavily on certain intelligence
over others, language learning becomes more student-centered. Consideration for learners’ strength
will be empowering to them.
References:
Armstrong, T.
(2013). Multiple intelligence. American
institute for learning and human development. Retrieved from http://www.institute4learning.com/multiple_intelligences.php.
Morgan, J.
A. & Fonseca, C. (2004). Multiple intelligence theory and foreign language
learning: a brain-based perspective. International
journal of English studies, vol. 4(1). Retrieved from http://rabida.uhu.es/dspace/bitstream/handle/10272/5320/Multiple_intelligence_theory_and_foreign.pdf?sequence=2.
Torresan, P.
E. (2010). The theory of multiple
intelligences and language teaching. Retrieved from http://lear.unive.it/bitstream/10278/2303/1/Nr.%206%20versione%20inglese.pdf.
PBS.org. (2013).
Howard Gardner’s multiple intelligence theory. Retrieved from http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html.
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