Multiple Intelligences in Foreign Language Learning and Teaching

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The Multiple Intelligences Theory (MIT) was created by Howard Gardner who questioned the narrow definition of intelligence and proposed his 7 human intelligence types: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal and intrapersonal. Later on the eighth “naturalistic intelligence” has been added and now there is the possibility of the ninth “emotional intelligence” (Albert and Reed, 2008 as cited in Saricaoglu and Arikan, 2009).

The presentation of the foreign language teaching material should engage all or most of the intelligences because each of the intelligences is potentially available in every learner (Nolen, 2003 as cited in Saricaoglu and Arikan, 2009). Thus, the designed materials should foster interaction of students with different intelligences so that they could develop ones in which they are less strong.

The following list shows how Chen and Gardner (2005, p. 79) describe the types of intelligences:

1.  Linguistic intelligence describes the ability to perceive and generate spoken and written language,

2. Logical-mathematical intelligence involves the ability to appreciate and utilize numerical, abstract, and logical reasoning to solve problems,

3. Musical intelligence entails the ability to create, communicate, and understand meanings made out of sound,

4. Spatial intelligence refers to the ability to perceive, modify, transform, and create visual and/or spatial images,

5. Bodily-kinesthetic intelligence deals with the ability to use all or part of one’s body to solve problems or fashion products,

6. Naturalistic intelligence concerns the ability to distinguish among critical features of the natural environment,

7. Interpersonal intelligence describes the ability to recognize, appreciate and contend with the feelings, beliefs, and intentions of other people,

8. Intrapersonal intelligence involves the ability to understand oneself including emotions, desires, strengths, and vulnerabilities and to use such information effectively in regulating one’s own life.

An interesting quantitative study was held in the Turkish university to explore the intelligence types that students use in the foreign language learning. The results showed that logical-mathematical intelligence was the leading intelligence type, while the musical intelligence was the least common intelligence type employed by the participants.

Intrapersonal intelligence was found to be the fifth common intelligence type in the study. This type of intelligence is an important factor in the second language acquisition as self-esteem, inhibition and anxiety are the aspects of this type, and it helps learners examine their strengths and weaknesses in the process of language learning (Saricaoglu and Arikan, 2009). Hence, teachers should develop intrapersonal intelligence of their students.

Another notable finding is that the participants’ linguistic intelligence was rather weak. Saricaoglu and Arikan (2009) suggest that the reason behind this may be traditional aspects of Turkish education, such as rote learning and passive involvement of students in the learning process. In terms of gender, linguistic intelligence was more common in females than males.

Thus, teachers at all levels should be informed about multiple intelligences to improve foreign language learning and teaching. Furthermore, teachers need to avoid developing only one intelligence type, but instead address all intelligence types by integrating different kinds of activities.

References

Chen, J., & Gardner, H. (2005). Assessment based on multiple intelligences theory. Contemporary intellectual assessment: Theories, tests, and, (2nd), 77-102.

Saricaoglu, A., & Arikan, A. (2009). A Study of Multiple Intelligences, Foreign Language Success and Some Selected Variables. Online Submission.