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117
May 2021
SCIENCE AND EDUCATION
MULTIPLE INTELLIGENCE THEORY IN THE ENGLISH CLASSROOM
Tukhtasinova Zilola,
Teacher of the English language
Kokand State Pedagogical Institute,
Kokand , Uzbekistan.
zilola.t@gmail.com
Annotation: The article discusses the problem of applying the Multiple Intelligence theory into the
English classroom. It describes the importance of learners’ needs, the theory, types of intelligences, and
ways of testing the learners. It also suggests types of activities suitable for each type of intelligences
to use in teaching the English language. The author makes reference to the works of Howard Gardner
and Jeremy Harmer.
Key words: multiple intelligences, linguistic, logical, bodily, mathematical, naturalistic,
interpersonal, intrapersonal.
Teaching foreign languages is not an easy matter, as it requires from the teacher not only the
knowledge about the language, but also the methods and ways of teaching it. Usually teachers meet
different learners in one classroom. And it is vital to select appropriate classroom activities taking
into account the learners’ interests and needs. For this one should know the learner types and learning
styles.
There exist different theories about the characteristics of learners. One of them is Multiple
Intelligence Theory by Howard Gardner. He presented the theory of Multiple Intelligences in his book
“Frames of mind” in 1983. The author used the word “intelligences” instead of the word “styles”.
This theory suggests that learning occurs through many types of intelligences and “the existence
of a number of different intellectual strengths, or competences, each of which may have its own
developmental history” [1, 63]. According to Howard Gardner there are eight types of intelligences.
They are: linguistic, logical/mathematical, visual/spatial, musical, bodily/kinesthetic, interpersonal,
intrapersonal and naturalistic. Everyone has one or more of these types of intelligences, but one of
them is predominant over the others. Here arises a question: “How can teachers learn the type of
intelligence existing in learners?”. There are several online tests and quizzes for identifying the type
of intelligences [2, 1]. Teachers should encourage students to use their strengths in order to make
the learning process more productive and fruitful. For instance, one of the students demonstrates
his strengths in Musical Intelligence. This student should be encouraged to use his knowledge and
interest in music to develop his knowledge in the English language. Teacher may use more songs in
the English language to develop the learners listening skills.
Teachers should not only focus their attention to the highest score registered by their learners, but
also to the lowest with the intention of developing that intelligence during the lessons.
Linking the learners to activity types is also very important in the English language classroom.
Jeremy Harmer in reference to Murray Loom’s website gives the list of activities appropriate to use
with the types of intelligences [3, 47]. They are:
1. Linguistic – memory games, trivia quizzes, stories
2. Logical/mathematical – puzzles, problem solving
3. Visual/spatial – colors, pictures, drawing, flashcards
4. Musical – using songs, chants, drilling
5. Bodily/kinesthetic – role-plays, miming, running dictations.
6. Interpersonal – mingle activities, group work, discussions, debates
7. Intrapersonal – personalized projects, individual work
8. Naturalistic – environmental projects
It is the teachers’ responsibility to select the suitable activity for the learners in the English lesson,
as the Multiple Intelligence theory gives an opportunity to use variety of teaching methods and
strategies in the classroom. If the selected activity meets the needs of the students, it supports the
learners’ better understanding of the language input.
References
1. Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic
Books, 1983, p. 529.
2. https://www.literacynet.org/mi/assessment/findyourstrengths.html
3. Harmer, Jeremy. The Practice of English Language Teaching. Essex, England: Longman,
2001, p. 386.
