1. Lycee Joss Douala Cameroon Martina Mbayu Nana English as a Foreign Language Teacher

2. Teaching English as a Foreign Language is an arduous task to teachers with the grueling realities of jumbo-sized classes and passivity of learners, focused basically on passing exams. Can implementing Gardner’s theory of Multiple Intelligences rekindle learners’ interest, make them active, and fabricate an environment where no language learner is left behind?

3. To begin this presentation, let’s attempt answers to these questions? Why can’t everyone who studies hard succeed? If you fail in an exam are you in essence a dull person?

4. Most often, we evaluate learners based on their linguistic and mathematical intelligences and wrongfully or rightfully, maybe, classify them as having low or high I.Qs. Howard Gardner in his book “Frames of mind” believes that a child’s intelligence is not limited to mathematical and linguistic intelligences. He thinks that there are more intelligences, and has consequently come out with his theory of “Multiple Intelligences”. How did I stumble on this theory? I was reading something on the policy of Education in the U.S. with their story of “No Child Left Behind”. I wondered how they intended to implement such a policy. The more I read, the more interested I began especially when I saw the words “MULTIPLE INTELLIGENCES”. So what are these Intelligences ?

5. Howard Gardner initially formulated a list of seven intelligences, and later added an eighth. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called 'personal intelligences' (Gardner 1999: 41-43).

6. Linguistic intelligence -Involves sensitivity to spoken and written language, - - The ability to learn languages, and the capacity to use language to accomplish certain goals. -This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. -Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

7. Logical-mathematical intelligence -Consists of the capacity to analyze problems logically. - Carry out mathematical operations, and investigate issues scientifically. - In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. -This intelligence is most often associated with scientific and mathematical thinking.

8. Musical intelligence -Involves skill in the performance, composition, and appreciation of musical patterns. -It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. - According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

9. Bodily-kinesthetic intelligence -Entails the potential of using one's whole body or parts of the body to solve problems. -It is the ability to use mental abilities to coordinate bodily movements. -Howard Gardner sees mental and physical activity as related.

10. Spatial intelligence - Involves the potential to recognize and use the patterns of wide space and more confined areas.

11. Interpersonal intelligence -Is concerned with the capacity to understand the intentions, motivations and desires of other people. -It allows people to work effectively with others. -Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.

12. Intrapersonal intelligence -Entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. -In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

13. Naturalist intelligence -Enables human beings to recognize, categorize and draw upon certain features of the environment. -It 'combines a description of the core ability with a characterization of the role that many cultures value' (ibid.: 48).

14. MULTIPLE INTELLIGENCES IN ESL/EFL CLASSROOM

15. VERBAL/LINGUISTIC INTELLIGENCE Focuses on the use of language for explanations and understanding. The emphasis here is the use of words. Words to explain, words to understand. Linguistic intelligence continues to play the primary role in learning. -Introducing phrasal verbs to ESL/EFL learners -Comparative and Superlative forms -Countable and uncountable nouns -Quantifiers -Reading-using content

16. MATHEMATICAL/LOGICAL INTELLIGENCE Use of logic and mathematical models to represent and work with ideas. Grammar analysis falls under this type of learning style. Many teachers feel that English teaching syllabi are too loaded towards grammar analysis which has little to do with the communicative ability. -Match-up -English Grammar review -Different uses of ‘like’ -Conditional statements-reviewing the first and second conditional

17. MUSICAL INTELLIGENCE Ability to recognize and communicate using melody, rhythm, harmony Sometimes underestimated but music plays an important role in the EFL/ESL classroom -Grammar chants -Music in the classroom -Practising stress and intonation -Tongue Twisters-poems

18. BODY/KINESTHETIC INTELLIGENCE The ability to use the body to express ideas, accomplish tasks, create moods etc. It combines physical actions with linguistic responses and are very helpful for tying language to action. -Role play -Young learner’s game-Simon says, if you are happy and you know … -Lego building blocks -Telephone English -Dicta-run

19. VISUAL/SPATIAL INTELLIGENCE Explanation and comprehension through the use of pictures, graphs, paintings, maps etc. Gives students visual clues to remember language Most effective way of learning English in an EFL/ESL community -Business lesson describing trends -Using colored pens drawing in the classroom- Expressions -Finish the Alphabet- Adjective recognition -Vocabulary charts

20. INTERPERSONAL INTELLIGENCE Ability to get along and work with others to accomplish tasks Group learning is based on interpersonal skills. Not only do students learn while speaking to others in an authentic setting, they develop English speaking skills while reading to others. Not all learners have interpersonal skills. -Conversation lesson: If Cameroon does not qualify for the World Cup in South Africa 2010! -Creating a New Society -Guilty-Fun classroom conversation game --Let’s do tourism (Tourist, guide, brochure, advertise etc)

21. INTRAPERSONAL INTELLIGENCE Learning through self-knowledge leading to understanding of motives, goals, strengths and weaknesses Essential for long-term learning.

22. ENVIRONMENTAL/NATURALISTIC INTELLIGENCE -Ability to recognize elements of and learn from the natural world around us. -Helps learners master English required to interact with their environment.

23. Let’s now look at how to address “Multiple Intelligences” (MI) in the ESL/EFL classroom, especially in our jumbo- sized, multilevel classes in a manner that we would rekindle and sustain learners’ interest and leave No Child Behind. Looking at children and the curriculum through the ‘Multiple Intelligences’ (MI) lens causes us to teach differently. We are more mindful of the varied needs of learners because we understand the natural convergence of diversity of abilities then the need of reaching all learners. The teacher definitely needs extra time to prepare lessons and materials. Lesson planning and classroom management while time-consuming, are essential elements.

24. SOME SUGGESTIONS TO ADDRESS ‘MI’ IN OUR CLASSROOMS

25. Beginning of the year, talk about strength areas. Learners do an MI inventory. Knowledge of self is useful to both teacher and learners. Share MI information with your learners, emphasizing every child has different strengths. These strengths may not always be apparent but this will foster respect for fellow learners. Develop respect for your learners.

26. Keep checklist of the MI and learning styles when planning your lessons. Include all learners in each style. Use more creative and engaging ways. If you are teaching Literature for example; Use paintings to emphasize theme (spatial/visual) Movement to demonstrate vocabulary (kinesthetic) Songs to reinforce character traits(musical) Poems to help students connect to characters (intrapersonal/linguistic) Learner-created skits to review the moral of the story(linguistic, interpersonal)

27. Give multiple choices of assignments. Hands-on activity (kinesthetic) Lecture (hearing) PowerPoint (visual) Introspection and evaluation and group discussion (interpersonal, linguistic) Use poetry for emphasis (music) Mix traditional approach with experiential educational to make lesson interesting and fun-filled.

28. Use an ‘outdoor’ laboratory where a single activity can address almost all the intelligences. Instead of saying what a noun is…place, person, thing take learners to explore nouns-touch, taste, smell, see and feel.

29. Create four MI centers Interpersonal and kinesthetic Kinesthetic, musical and spatial (play) Intrapersonal, naturalistic and verbal linguistic (writing) Interpersonal and logical- mathematical(traditional)

30. Project learning or task based teaching. Learners are given some choice as to the end product they will produce.

31. Perform a musical concert Write songs using the facts Create T-shirts to wear at their performance Create a poster, a model and a presentation for the performance

32. Doing or interacting by talking, creating, communicating, or evaluation Blogs, internet projects, email pals, making movies, and podcasting

33. Develop critical thinking, not getting memorize, cramming down their throats but have students ask the questions ‘why’-giving them autonomy and allowing them take control of their own education. Teacher is a guide and an inspiration. Learners can confidently say ‘I’m in charge of the way I learn’.

34. Mentoring by those who understand of those struggling, Teacher answering questions of those who are little foggy on a concept, teamwork to reinforce global outcomes.

35. LET’S SHARE

36. I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181)

37. Sometimes we may not be sure ourselves of our identity, or we may undervalue who we are and what we do. I would like us to challenge ourselves to drop a collocation that I have heard too frequently: “I just teach.” The subtle but powerful message that this statement sends to others denigrates who we are and what we do. To teach English well takes patience, fortitude, good humor, wisdom, and a great deal of knowledge about education, language, language learning, methodologies, culture, and technology, “I teach”------spoken with confidence and dignity, and without the apologetic just------is a powerful statement of our belief that education in particular, opens doors for students and makes the world a better place, and that is a lot to be proud of. Mark S Algren President TESOL 2009-2010

38. THE WAY FORWARD ACTION RESEARCH. Why not try applying this concept in your class beginning with a group of learners? A Doctor is a physician who cures only one Patient at a time A large class teacher is a physician who cures many mental patients at a time

39. Thank you very much However!!!

40. This is just the beginning...