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The Theory of Multiple Intelligences, proposed by Howard Gardner, posits that a person’s ability to comprehend and apply information, traditionally measured on a single spectrum qualitatively defined by IQ, is in fact the outcome of many (originally eight, now more) separate skill-sets, any combination of which can be relied upon in a particular setting (Ghamrawi 2013). Gardner initially described verbal, logical, visual, musical, bodily, interpersonal, and intrapersonal intelligences (Christison et al. 1999). Although there is limited peer-reviewed research on the effectiveness of teaching methods inspired by Gardner’s work (Ghamrawi), awareness of MI theory can help instructors design curricula and assessments that reach a greater range of students, and facilitate the inclusion of those who struggle in traditional educational systems. Firstly, an EFL teacher must acknowledge that her students will have different strengths, and that instruction and assessment traditional reward students with strong logical and visual intelligences. These students learn well from lecture and repetition, and can recall information accurately for written and oral testing. However, the independent reading, chalk-board work, and textbook drills that help these students can challenge or disengage others. Traditional instruction can exclude students who do not learn best from lecture and reading, and plays a serious role in the propagation of societal inequality (certainly in the United States- I feel less comfortable speaking to South Korea, where I will be teaching, but I imagine similar problems exist). The ITTT curriculum should be commended for suggesting activities that appeal to musical, bodily, and interpersonal intelligences, such as role-playing games, small-group discussions, and activities that allow students to converse and move about the classroom. While some can find these activities frivolous, they play an important role in engaging and including the entire class. Additionally, this variation improves long-term retention by more closely simulating real-world applications (Ghamrawi). In addition, by assessing students in different ways, and even better by allowing students to individualize assessments to their strengths, teachers can gain a better appreciation for students’ abilities, particularly for those discriminated against in traditional testing. While it is unrealistic to appeal to every intelligence in a single lesson, and attempting to do so can make the instruction rushed and disorganized (Christison), building a curriculum around MI facilitates more inclusive and effective teaching. In addition, an EFL teacher should remember that just as the students have distinct learning styles, so does she. Instructors will often teach to their own intelligence profile (Ghamrawi). For this reason, it is important instructors understand their personal strengths and weakness. I took a MI test suggested by Ghamrawi, and found my strengths include intrapersonal, visual, and logical learning. Thus, when designing lessons, I must ask myself whether I am focusing on skills and assessments related to these intelligences and ignoring others. It is natural for someone with my MI profile to leave out musical lessons, but this can be unfair to students for who rhythmic exercises would be helpful. An active awareness of my own strengths can allow me to build a more diverse curriculum. When I find this challenging, perhaps I could reach out to coworkers or mentors with different MI profiles for suggestions. MI theory does not prescribe a particular teaching style; instead it articulates a philosophy that should encourage an EFL teacher to do everything she can to vary hers. It is a teacher’s responsibility to do everything she can to engage the entire class, and awareness and responsiveness to different intelligences, both of the students and the teacher herself, is paramount. Works Cited Christison, Mary Ann, and Deborah Kennedy. "Multiple Intelligences: Theory and Practice in Adult ESL. ERIC Digest." (1999). Ghamrawi, Norma. "Multiple intelligences and ESL teaching and learning: An investigation in KG II classrooms in one private school in Beirut, Lebanon." Journal of Advanced Academics 25.1 (2014): 25-46.
