A Mexican Study of Multiple Intelligences for Pre-Service Teachers of English as a Foreign Language

Rebeca Elena Tapia Carlín, María del Carmen Castillo Salazar, Susana Velázquez Cortés

Abstract


This article describes a study conducted in a Mexican English teacher education program about multiple intelligences. Seventy-four first year students participated in the study. Findings reveal that the highest kinds of intelligences were the bodily kinesthetic, the interpersonal, the intrapersonal, and the musical; the lowest ones were the naturalist, the existential, the verbal linguistic, the logical mathematical, and the visual spatial. The authors suggest that it is important to diagnose and promote these intelligences in trainees in a systematic way in order to equip them with knowledge and experience of multiple intelligences in order to use them in their future teacher practice.


Keywords


Multiple intelligences; teacher education; teaching strategies

Full Text:

PDF

References


Allix, N. M. (2000). The theory of multiple intelligences: A case of missing cognitive matter. Australian Journal of Education, 44(3), 272-288.

Altan, M. Z. (2012). Introducing the theory of multiple intelligences into English language teaching programs. Pamukkale University Journal of Education, 32, 57-64.

Argüello, S. (2011). Overcoming an anaxagorian concept of Nôus by a metaphysical theory of the best possible: From Socrates to Aquinas. Apuntes Filosóficos, 20(38), 127-132.

Argüello, V. J., & Collazos, L. A. (2008). Las inteligencias múltiples en el aula de clases [Multiple intelligences in the classroom] (Undergraduate thesis). Universidad Tecnológica de Pereira, Colombia. Retrieved from http://hdl.handle.net/11059/1402

Aristotle (trans. 1952). Politics. Chicago, IL: Great Books of the Western World.

Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: ASCD Publications.

Arnold, J., & Fonseca, M. C. (2004). Multiple intelligences theory and foreign language learning: A brain-based perspective. International Journal of English Studies, 4(1), 119-136.

Barrientos, E., Mattza, I., Vildoso, J., & Sánchez, T. C. (2009). Las inteligencias múltiples, los estilos de aprendizaje y el nivel de rendimiento [Multiple intelligences, learning styles, and accomplishment level]. Investigación Educativa, 13(23), 9-19.

Borg, S. (2006). Teacher cognition and language education: Research and practice. London, UK: Continuum.

Brown, H. D. (2001). English language teaching in the “post method” era: Toward better diagnosis, treatment, and assessment. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 9-18). Cambridge, UK: Cambridge University Press.

Cardozo, R. A., González, G., & Romano, E. (2010). Motivación e inteligencias múltiples: el rol del docente [Motivation and multiple intelligences: The teacher’s role]. Revista Electrónica de Psicología Política, 8(23), 128-140.

Cary, R. (2004). Howard Gardner’s theory of visual-spatial intelligence: A critical retheorizing. In J. L. Kincheloe (Ed.), Multiple intelligences reconsidered (pp. 84-118). New York, NY: Peter Lang Publishing.

Castro, A. (2000). Las inteligencias múltiples en la escuela [Multiple intelligences in the school]. Psicodebate: Psicología, Cultura y Sociedad, 2, 23-40.

Dastgoshadeh, A., & Jalilzadeh, K. (2011). Multiple intelligences-based language curriculum for the third millennium. International Proceedings of Economics Development & Research, 18, 57-62.

Funderburk, R., Hidalgo, H., Paredes, B., & Dzul, M. (2013). A tri-dimensional study of pre-service teachers of English: Beliefs, language, and multiple intelligences. In R. E. Tapia, H. Hidalgo, & M. G. Méndez. (Eds.), Looking into learner needs in Mexican ELTed: PIAFET Project Vol. 1 (pp. 113-142). Puebla, MX: Benemérita Universidad Autónoma de Puebla.

Furnham, A., Tang, L. P., Lester, D., O’Connor, R., & Montgomery, R. (2002). Estimates of ten multiple intelligences: Sex and national differences in the perception of oneself and famous people. European Psychologist, 7(4), 245-255.

García, G. (2005). Las inteligencias múltiples en la escuela secundaria: el caso de una institución pública del Estado de México [Multiple intelligences in high-school: The case of one public institution in the state of Mexico]. Tiempo de Educar, 6(12), 289-315.

García, M. T. (2009). La dimensión comunicativa de las inteligencias múltiples [The communicative dimension of multiple intelligences]. Cuadernos de Información y Comunicación, 14, 141-157.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.

Gardner, H. (1999). Intelligence reframed. New York, NY: Basic Books.

Gomis, N. (2007). Evaluación de las inteligencias múltiples en el contexto educativo a través de expertos, maestros y padres [Evaluation of multiple intelligences in the educational context through experts, teachers, and parents] (Doctoral dissertation). Universidad de Alicante, Spain.

Gottfredson, L. S. (1998). The general intelligence factor. Scientific American, 9, 24-29.

Guzmán, B., & Castro, S. (2005). Las inteligencias múltiples en el aula de clases [Multipe intelligences in the classroom]. Revista de Investigación, 58, 177-202.

Hall, M. H. (2004). Learner-centered instruction and the theory of multiple intelligences with second language learners. Teachers College Record, 106(1), 163-180.

Huerta, R. T. (2010). Las inteligencias múltiples y el aprendizaje de las diversas áreas curriculares en los estudiantes del 4° y 5° ciclo de primaria del Colegio Experimental “Víctor Raúl Oyola Romero” de la Universidad Nacional de Educación. Perú: Universidad Nacional de Educación.

Kincheloe, J. L. (2004). Twenty first century questions about MI. In J. L. Kincheloe (Ed.), Multiple intelligences reconsidered (pp. 3-28). New York, NY: Peter Lang Publishing.

Lizano, K., & Umaña, M. (2008). La teoría de las inteligencias múltiples en la práctica docente en educación preescolar [Multiple intelligences theory in the teaching practice in pre-school education]. Revista Educare, 12(1), 135-149.

Martínez, A., & Durán, O. (2005). Juan Gossaín según Howard Gardner (aunque ambos lo ignoren) [Juan Gossaín according to Howard Gardner (though both ignore it)]. Investigación y Desarrollo, 13(2), 390-411.

Martínez, L., & Lozano, A. (2007). La influencia de la música en el aprendizaje [The influence of music in learning]. Memorias del IX Congreso Nacional de Investigación Educativa, Mérida, México.

Medina, E. A. (2006). Importancia del desarrollo de las inteligencias múltiples en las áreas de verbal lingüística y relaciones interpersonales en maestros [Importance of the development of multiple intelligences in teachers in the verbal-linguistic and interpersonal areas] (Unpublished undergraduate thesis). Universidad de San Carlos de Guatemala.

Merriam, S. B. (2002). Case study. In S. B. Merriam, and Associates (Eds.), Qualitative research in practice: Examples for discussion and analysis (pp. 178-180). San Francisco, CA: Jossey Bass.

Morgan, H. (1996). An analysis of Gardner’s theory of multiple intelligences. Roeper Review, 18(4), 263-269.

Padovani, J. (2000). Las inteligencias múltiples: implicaciones para maestros y estudiantes [Multiple intelligences: Implications for teachers and students]. Retrieved from http://aprendeenlinea.udea.edu.co/lms/moodle/file.php/85/tema4/Implicaciones_de_las_IM.pdf

Reyna, S. F., & Ocampo, D. M. (2012). Estrategias de aprendizaje y su relación con el aprovechamiento en el aprendizaje del idioma inglés [Learning strategies and their relation to enhancing English learning]. In D. M. Ocampo (Coord.) Investigaciones en la enseñanza del idioma inglés: Evidencias empíricas (pp. 11-29). México, MX: Fénix.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge, UK: Cambridge University Press.

Rigo, D. Y., & Donolo, D. (2010). Una medida de las inteligencias múltiples en contextos universitarios [Assessment of multiple intelligences in college contexts]. Revista Electrónica de Desarrollo de Competencias (REDEC), 2(6), 23-33.

Romero, B. A. (2013). Percepción del centro de autoacceso por los estudiantes de un segundo idioma [Second language students’ perceptions of the self-access center]. Leaa Revista Electrónica, 3(2). Retrieved from http://cad.cele.unam.mx/leaa/cnt/ano03/num02/0302a01.pdf

Romero, B. A., & Joya, L. (2008). Instrumento para medir las inteligencias múltiples [Instrument to measure multiple intellingences]. Universidad Autónoma de Baja California, México.

Romero, B. A., Márquez, C., & Crhova, J. (2013). Multiple intelligences: Students’ beliefs on language learning (BALLI) and self-esteem. In R. E. Tapia, H. Hidalgo, & M. G. Méndez (Eds.), Looking into learner needs in Mexican ELTed: PIAFET Project Vol. 1 (pp. 79-102). Puebla, MX: Benemérita Universidad Autónoma de Puebla.

Sarikaoglu, A., & Arikan, A. (2009). A study of multiple intelligences, foreign language success, and some selected variables. Journal of Theory and Practice in Education, 5, 110-122.

Serrano, A. (2007). Comparación de las inteligencias múltiples en niños(as) que pertenecen a escuelas con distintos modelos pedagógicos [Comparison of multiple intelligences in children from schools with different pedagogical models]. MH Salud, 4(1), 1-11.

Smith, L. M. (1978). An evolving logic of participant observation, educational ethnography, and other case studies. Review of research in education, 6(1), 316-377.

Soleimani, H., Moinnzadeh, A., Kassaian, Z., & Ketabi, S. (2012). The effect of instruction based on multiple intelligences theory on the attitude and learning of general English. English Language Teaching, 5(9), 45-53.

Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 433-466). Thousand Oaks, CA: Sage.

Suárez, J., Maiz, F., & Meza, M. (2010). Inteligencias múltiples: una innovación pedagógica para potenciar el proceso enseñanza aprendizaje. Universidad Pedagógica Experimental Libertador: Investigación y Postgrado, 25(1), 81-94.

Teele, S. (2000). Rainbows of intelligence: Exploring how students learn. Thousand Oaks, CA: Corwin Press.

Woodward, K. (1997). Introduction. In K. Woodward (Ed.), Identity and difference (pp. 1-6). London, UK: Sage.

Yi-an, H. (2010). Multiple intelligences and foreign language learning: A case study in Taiwan. International Journal of Humanities, 58, 1-30.


Refbacks

  • There are currently no refbacks.


ASOCOPI is a TESOL affiliate and a member of IATEFL
Please send all correspondence to the HOW journal:
Carrera 27 A # 53 – 06 Of. 405, Bogotá, Colombia.
Phone/Fax: 57(1) 2115018
E-mail: how.journal.colombia@gmail.com
ISSN 0120-5927