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ERIC Number: ED438713
Record Type: RIE
Publication Date: 1997-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching EFL to Multiple Intelligences.
Ghosn, Irma K.
This paper is in large part a critique of Howard Gardner's theory of multiple intelligences presented in his 1983 book "Frames of Mind: The Theory of Multiple Intelligences," and asserts that the multiple intelligences (MI) concept has been widely misinterpreted. The paper outlines some of the misconceptions of Gardner's theory as identified by Gardner himself, and then presents a sample lesson where some of the multiple intelligences are addressed within the context of story reading in an English-as-a Foreign-Language/English-as-a-Second-Language (EFL/ESL) class. Gardner asserts that intelligence is a biological and psychological potential, a potential capable of being realized to a greater or lesser extent as a consequence of the experiential, cultural, and motivational factors that affect a person, and should not be confused with domain or a learning style. The six most common misconceptions are the following: (1) all concepts or subjects can be taught using all seven intelligences; (2) going through the motions of a certain intelligence is sufficient; (3) materials associated with intelligence used as a background will address the given intelligence for learning; (4) using intelligences as mnemonic devices is equivalent to teaching to multiple intelligences; (5) interpersonal intelligence implies cooperative learning, and applies to outgoing, extroverted people; (6) interpersonal intelligence suggests self-esteem programs, or applies to people who are introverts or loners. A sample lesson, including a short story, with some MI components is presented, offering a more complex experience for learners than the traditional bottom-up approach to EFL. (Contains 13 references.) (KFT)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (31st, Orlando, FL, March 11-15, 1997).