The Art of Language Instruction Using Multiple Intelligences: Creative Instruction Inspired by the Eight Intelligences

Based on the theory of Multiple Intelligences (MI) (Gardner, 1983, 2011) the MI educational philosophy emphasizes the use of learners’ strengths to maximize both academic achievement and success in life. The eight multiple intelligences included in MI theory (linguistic, logical-mathematical, visual-spatial, musical, kinesthetic, naturalist, interpersonal, and intrapersonal) are described in relationship to traditional conceptions of general intelligence (IQ, unitary intelligence) (Kovacs, 2019) and learning styles (Kolb, 2005). MI theory can be used to address issues in second language acquisition, such as memorization, verbal skills, motivation, engagement, and learning attitude. This chapter describes how MI theory has inspired educational psychologists, teachers, and school administrators to devise creative lesson plans and curricula to enhance language instruction for students of all ages and ability levels. It reviews the foundations of MI theory rooted in neuroscience evidence along with guiding principles of educational neuroscience (Shearer, 2019). The chapter also highlights how models of instruction for second language acquisition, such as Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) (Cummins, 2000), Cognitive Academic Language Learning Approach (CALLA) (Chamot & Robbins, 2005), and Total Physical Response (Asher, 1969) practices can be implemented based on the eight intelligences. Sample lesson plans, learning outcomes, and the potential benefits of Artificial Intelligence in language instruction are briefly discussed (Eslit, 2024). This chapter closes with an outline for an action research project to facilitate the development of multiple intelligences-inspired language instruction and curriculum.