Effectiveness Of Strategies Based On The Theory Of Multiple Intelligences For Teaching English As A Foreign Language To Adolescents

Pedrozo and Rivas 1

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1.1.

INTRODUCTORY CHAPTER
Background

The Theory of Multiple Intelligences (MI) by Howard Gardner has revolutionized the concept of intelligence and has been the source of countless innovations in education in many parts of the world since the 1980s. Howard Gardner introduced the MI theory in 1983 in his book Frames of Mind. In his work, Gardner distinguishesseven types of intelligences: musical intelligence, kinesthetic, logical mathematical, linguistic, spatial, interpersonal, and intrapersonal, though this list is not exhaustive. As the author mentions, there may be other types of intelligences, like the naturalist and existential ones that were added in his latest works (Gardner). Gardner´s theory has become controversial because it challenges thetraditional notion of intelligence that has marked the guidelines of education. The traditional notion of intelligence is focused in only one direction, which is measured according to the ability for logical reasoning or language. These concepts of intelligence were developed in the twentieth century within theories such as behaviorism and appeared after certain psychological studies conducted byJohn Watson, Ivan Pavlov and B.F. Skinner, among others. Current advances in cognitive science, developmental psychology and neuroscience suggest that the level of intelligence is composed of autonomous powers that are developed individually or interacting with each other in simultaneity (Carvin).

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According to Howard Gardner, MI are not an objective but an instrument ineducation; they are a technique or strategy which highlights the individuality and uniqueness of each student in a classroom (Circulo Latino Austral S.A. [Southern Latin Circle] 1). The ideal school according to Gardner´s theory is based on two principles: 1. Not everyone has the same skills, 2. No one in our times can get to fully cover all areas of knowledge through the traditionalmethodologies. Therefore, he suggests that the role of educational institutions is to help develop the individual interests of students (Circulo Latino Austral S.A. [Southern Latin Circle] 27). In Paraguay, the concern about the uniqueness or individuality of the students in the classroom, especially in the English language class, is still a developing subject. Thus, there is only one known institutionimplementing the theory of Multiple Intelligences in the whole learning process in Asuncion, the CDI (Centro Para el Desarrollo de la Inteligencia [Centre for Intelligence Development]). Although some institutions allow teachers to implement MI strategies in the classroom, they have not been systematized and incorporated into the curriculum. As for teaching English as a Foreign Language (EFL), it isclear that the linguistic intelligence is the one mostly involved in the teaching and learning process. Though, it is reasonable to bear in mind that diversity and different ways of learning can optimize and maximize learning.

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1.2.

Research Problem

We conducted this research having in mind these questions:  Are the MI strategies effective to learn a foreignlanguage?  If so, what percentage of students learns the foreign language through the use of these strategies?  Is it possible to maximize learning through the use of MI strategies? As an initial hypothesis, we state that there are more chances to reach a larger quantity of students in a class and have effective results in regards to their communicative competence in English when incorporating MIstrategies. Since the contents and procedures within the learning objectives of each study chapter will be directed to each kind of intelligence present in the classroom, all the students will have an opportunity for learning. This will enhance the students’ interest in the subject matter, will let them grasp knowledge, and will also give them the opportunity to develop language and their unique...