Multiple Intelligences as Strategy for Teaching EFL to high school graduates

-Every person deserve opportunities to recognize and develop the

multiplicity of intelligences.

-The use of one of the intelligences can be used to enhance another intelligence.

-Personal background density and dispersion are critical to knowledge, beliefs, and skills in all intelligences.

-All intelligences provide alternate resources and potential capacities to become more human, regardless of age or circumstance.

-A pure intelligence is rarely seen.

-Developmental theory applies to the theory of multiple intelligences.

-Any list of intelligences is subject to change as we learn more about multiple intelligences.

According to Howard Gardner, as presented in his book Frames of Mind: The Theory of Multiple Intelligences, human intelligence has the following criteria:

-Potential Isolation by Brain Damage.

-The Existence of Idiot [Autistic] Savants, Prodigies, and other Exceptional Individuals.

-An Identifiable Core Operation or Set of Operations.

-A Distinctive Developmental History, along with a Definable Set of Expert "End-State" Performances.

-An Evolutionary History and Evolutionary Plausibility.

-Support from Experimental Psychological Tasks.

-Support from Psychometric Findings.

-Susceptibility to Encoding in a Symbol System.

Chapter 1. Multiple Intelligences in the structure of a new syllabus for secondary school

Comparing old and the new English teaching syllabi for secondary

schools one can clearly see some differences.

Let’s begin with the introductory word. The introductory word of the old

syllabus covers only the explanation of practical and educational

purposes of English learning and end-goals of learning language

(listening, speaking, reading and writing). The introductory part of the

new syllabus includes: