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Multiple intellingences & The Good Language Learner

Explore the theory of multiple intelligences and its implications for education. Traditional intelligence tests often overlook diverse abilities found in individuals like Nadal and Gandhi. Each student possesses unique intelligences across various domains such as linguistic, logical-mathematical, and musical. Identifying these intelligences helps teachers tailor their approaches to foster an inclusive learning environment. Additionally, the concept of "the good language learner" emphasizes traits like risk-taking and effective communication, guiding strategies that enhance language acquisition for all students.

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Multiple intellingences & The Good Language Learner

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  1. Multiple intellingences&The Good Language Learner

  2. Ask yourself… • Traditionally, intelligence tests include activities that measure linguistic, mathematical and visual/spatial abilities. Can we then consider Rafa Nadal, Gandhi or Robbie Williams intelligent people? • Why do some top-class students fail when they have to face life and some low-class students succeed?

  3. The theory of multiple intelligences • In normal conditions all human beings possess different intelligences. • Each of us have predilections for at least three of them. • The list of intellingences include the following ones: • Linguistic i. • Logical/mathematical i. • Visual/spatial i. • Musical i. • Interpersonal i. • Intrapersonal i. • Kinaesthetic i. • Environmental i. • Existential i.

  4. The theory of multiple intelligences • Each student should be considered as unique and intelligently capable of learning. • The teacher’s task is to discover which intelligence each student is endowed with and to carry out classroom tasks favouring all intelligences.

  5. The good language learner • The concept of “the good language learner” was devised in the late 70s. • It was investigated mainly with adults and most of the research conclusions refer to adulthood. • Accurate guessers and risk-takers; • A drive to communicate; • De-inhibited; • Monitor of grammar & speech; • Practice seeker; • Meaning concerned.

  6. M.I. & the good language learner • Conclusions: • Add a variety of texts & activities to your lessons. • Create a positive, affective atmosphere. • Provide activities which promote “the good language learner’s features” • Communicative activities; • Activities to anticipate and guess meaning; • Activities to join the group and develop affective links; • Activities to monitor grammar & speech; • Activities with more practice than theory; • Meaningful activities focused on meaning.

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