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“We do not inherit the earth from our ancestors, we borrow it from our children.”
--Native American proverb
Protecting the Planet: Intelligent Thinking
The theory of multiple intelligence enhances the classroom and allows teachers to value students in all their individuality. This theory states that every individual has many kinds of intelligence although some of these are stronger than others in the same individual. In English as a Second Language lessons, teachers are particularly able to draw on this theory since the learning of a language allows for a multiplicity of in-puts and a variety of out-puts.
In educational circles it has been common to focus only on linguistic and logical mathematical intelligence. Only recently have educators begun to truly value other kinds of intelligence. The impact of the theory remains relatively small within teaching since the divisions of subjects seem particular to a given intelligence-mathematics, physical education, art and so on.
These intelligences are briefly described below:
1. Linguistic intelligence: This intelligence is also known as word smart. Individuals who are particularly talented in this area can argue, persuade, entertain and instruct with the spoken or written word. They gain knowledge, information and entertainment from print. They write well and enjoy playing with words. We can think of lawyers, journalists, storytellers and poets as examples of professions often chosen by those with this type of intelligence.
2. Logical-mathematical intelligence: This is the intelligence dealing with numbers and logic. Individuals who are particularly smart in this area are those who think of cause-effect relationships. People with logical-mathematical intelligence have the ability to reason, sequence and create hypotheses. They look for patterns. Accountants,
scientists and computer programmers are typical numbersmart individuals.
3. Spatial intelligence: picture-smart individuals think in pictures and images. They are the artists, architects, photographers and mechanical engineers who perceive and create in the visual-spatial world.
4. Bodily-kinesthetic intelligence: This is the intelligence of the physical self. It encompasses talent for controlling one's body and handling and manipulating objects. We typically think of the athlete as exemplifying this intelligence, but it is also exhibited by craftspeople, mechanics, surgeons and dancers. They are all body smart.
5. Musical intelligence: This intelligence involves the appreciation, perception and production of melodies and rhythms. This intelligence may be shown in performance but also resides in those who have a good ear, can sing in tune, keep time to music or enjoy music. The musician and the music critic are two examples of music-smart people.
6. Interpersonal intelligence: Here the intelligence is marked by the ability to understand and work with other people. People with this type of intelligence read the moods, temperaments and actions of others. The people-smart individual is empathetic and responsive to others. Teachers, social workers and nurses demonstrate this intelligence.
7. Intrapersonal intelligence: This is the introspective intelligence. It is the self-smart. Those with particular talent in this area are usually extremely independent and goal oriented. They know what they are feeling and can use knowledge of themselves to help and guide others. Think of the counselor, the teacher and the small, independent business owner as examples of those with this type of intelligence.
8. Naturalist intelligence: This intelligence relates to the natural world. People with this intelligence have a sensitivity towards and an interest in all living things. Nature-smart individuals are drawn to biology, agriculture and gardening, and the veterinary sciences.
The theory of multiple intelligence encourages all teachers to adapt their practices to accommodate the various kinds of intelligences in their classes. Engaging the strong intelligence of students during learning not only promotes further learning but also enhances the possibility of increased attention and ontask behaviour.
What does this mean for ESL?
As for all educators, ESL teachers should be aware of and provide for multiple intelligences. Some of the ways in which this can be done are the following:
Providing information in a variety of ways that resonate with different intelligences. For example, songs, games, pictures and charts can be used in addition to or in conjunction with a written or oral text.
Allowing students to present information in a way that lets them use their strongest intelligence. For example, instead of writing to demonstrate comprehension, teachers can allow students to sing a song, act out a scene, draw a picture or write a poem.
Showing the connection of what is being learned to different fields of interest. For example, the teacher can point out that learning English can open up a world of songs, movies, computer games and books.
Using a variety of topics that might appeal to different intelligences. For example, mysteries will appeal to the logical-mathematical, friendship will appeal to interpersonal and sports will appeal to bodily-kinesthetic intelligence.
Furthermore, any topic can be explored and presented using a preferred intelligence. Earth Day is a prime example of such a topic. Obviously, the nature-smart student is immediately drawn to this theme: saving and protecting the planet. However, other intelligences may be engaged. Here are some suggestions for each intelligence type.
Nature smart: work towards the creation of an eco-club in the school.
Word smart: write a letter to the government suggesting solutions for global warming.
Number smart: survey family members to analyze water usage and suggest modes of reduction.
Body smart: do an interpretive dance depicting the death of the planet.
Self smart: reflect on his/her environmental awareness and responsibilities.
Picture smart: create a greeting card to inspire Earth Day participation.
Music smart: write and perform a piece of music about the importance of recycling.
People smart: organize a community clean-up activity.
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