3. Gardner’s definition of Intelligence
• Gardner defines intelligence as the
biopsychological potential to process
information that can be activated in a
cultural setting to solve problems or create
products that are of value in a culture.
13. Theory of language and
language learning
Language is:
not seen as a peripheral skill but as
central to the whole life of the learner and
user.
integrated with music, bodily activity,
interpersonal relationship, etc.
not limited to a “linguistics” perspective,
but rather, it encompasses all aspects of
communication.
14. MI proponents believe there is more to language than
what is usually subsumed under the rubric "linguistics".
●
Other intelligences enrich the tapestry of
communication we call "language".
●
The senses provide the accompaniment and context
for the linguistic message that give it meaning and
purpose.
●
A multisensory view of language is necessary to
construct an adequate theory of language as well as an
effective design for language teaching.
●
16. Stages
• 1) Awaken the Intelligence
By many extrasensory experiencies
• 2) Amplify the Intelligence
Improvement of the intelligence volunteering
objects and events
• 3)Teach with/for the Intelligence
The intelligence is linked to some aspect of language
learning
• 4)Transfer of the Intelligence
17. Teacher’s Role
• Teachers are encouraged
to administer an MI
inventory on themselves.
• They have a role that is not
only to improve the second
language.
18. Student’s Role
• Learners are expected to take
an MI inventory and to develop
their own
• Students need to see
themselves engaged in a
process of personality
development beyond of being
successful language learners.
