Innovation in Language Learning

Language learners show diverse learning capabilities making it imperative for instructors to incorporate strategies that help bring out student potential. This paper explores approaches for maximizing multiple intelligences to ensure improved learning in classrooms. Many studies and classroom-based research reveals that students are unique in their learning styles and performances. Each one of them perceives content based on their unique learning style. This means that educators need to consider learners as having individual differences or displaying varied intelligences to interpret knowledge. Educators, therefore, need to be aware of learner needs and pay attention not only to their learning styles but also to their achievements and progress in classrooms. Multiple Intelligences theory by Harvard Professor Howard Gardner in 1983 contradicted the standard theory of measuring intelligence with a single perspective. He explained that learners possess different intelligences and apply them in more than one way to interpret information, solve problems and create things (Gardner, 1993). This paper emphasizes on the implementation of multiple intelligences theory in the context of teaching English as a second language. It focuses on the need to consider learners as having individual differences and learning styles. It further emphasizes on the use of methods and approaches that pay attention to learning with varied intelligences and learning preferences. It also lays stress on the importance of student-centered approach, in teaching strategies, the most to ensure student guided learning environment in classrooms. With multiple intelligences theory-based approach, educators need to create activities that encompass all types of intelligences and to suit all learners. Moreover, possible activities appropriate for learners will be suggested with varied intelligences and preferred styles of learning. Finally, the paper will also highlight potential issues faced by educators, recommendations and conclusions pertaining to the implementation of the multiple intelligences approach.

Keywords: Multiple Intelligences, second language acquisition;