Integrating Multiple Intelligences in Teaching English for Rural Students in SSN College of Engineering

M. Shyamala Bharathy

Multiple intelligence (MI) theory by Howard Gardner provides a cognitive view point on intelligence which has sound educational implications. in general and in particular. This theory has led to the use of eight major multiple intelligence-based activities in second Language teaching and learning. Usually in an educational setting, teachers use logical and verbal intelligence in the case of second language teaching. Whereas the MI theory can transform the way teachers and students believe regarding learning a language. Gardner’s theory of intelligence demonstrates that students learn differently therefore, it is required to have a multiplicity of approaches and activities in the classroom. The basic fact behind multiple intelligence activities is that the student can learn a second language by various types of intelligence. MI based activities are useful for second language teaching in multiple contexts and situations. The most important aspect of using MI based activities in an English classroom is that it helps students from rural background to learn English as a second language. Rural students face different types of challenges in learning English when they go for college education. This study has attempted to explore the role of multiple intelligence based activities among rural students who have completed schooling in a different medium of instruction other than English and joined the college. The study has further emphasized on designing MI based activities for teaching English communication skills in a classroom setting. The study has used qualitative approach and consolidates the best teaching practices and its implications under seven multiple intelligences for Language learning. The study has deployed seven multiple intelligence based activities which was initially identified by Gardner in 1993.

Volume 11 | 10-Special Issue

Pages: 341-345

DOI: 10.5373/JARDCS/V11SP10/20192810