There is never any one right way to teach!
A case of “Multiple Intelligences”
Jaleh Hassaskhah, (Ph.D.)
University of Guilan
Jaleh Hassaskhah, assistant professor at the English Department of the University of Guilan. In addition, she, as the head of Allame Tabatabaee Language Centre (ALC), is in charge of hiring and coaching language teachers. Her areas of interest include exploring new horizons in language teaching, testing and research, with respect to the individual differences advocated by constructivism.
Gardner’s Multiple Intelligence (MI) theory claims that every individual is in possession of one or some of eight types of intelligences and depending on the type of those intelligences, the outcome of their performance might be different. This paper intends to validate Gardner’s MI hypothesis. 672 typical cases of English and non- English major students and their 26 English teachers participated in the study. Class observation , pre-post observation interviews and Gardner’s “Multiple Intelligences Inventories for EFL Students & Teachers” were used as the means for data collection. Using the MANOVA statistical analysis , the study indicates that there is a relationship between discipline and the types of intelligences, yet the activities observed in classrooms had no relationship with neither teachers’ nor students’ intelligence types , which underscores the cultural context of multiple intelligences .
Key Terms: Gardner, Multiple intelligences, Teaching