Are Prospective English Teachers Linguistically Intelligent?

Abstract

Language is normally associated with linguistic capabilities of individuals. In the theory of multiple intelligences, language is considered to be related primarily to linguistic intelligence. Using the theory of Multiple Intelligences as its starting point, this descriptive survey study investigated to what extent prospective English teachers' high school education contributed to the development of linguistic intelligence which is essential for language teachers. The data were collected, using the Teele Inventory of Multiple Intelligences. The results showed that of the seven intelligences in the inventory, linguistic intelligence was not the most dominant intelligence of the participants. Variables such as the type of high school the students graduated from, the number of years of English learning, and gender did not have any effect on the linguistic intelligence scores of prospective English teachers either. The findings indicate that a change in the criteria of selection needs to be made in admitting prospective language teachers to universities.

Multiple Intelligences Profiles in Prospective Teachers

“…Gardner"s theory of MI has received remarkable attention by persons in the fields of education in Turkey. Studies with Turkish samples involved exploring MI applications and academic achievement (Yurt & Polat, 2015); use of MI in teaching visual arts class (Eraslan Taspinar, & Kaya, 2016); comparison of athletes and non-athletes adolescents MI profiles (Bozkus, Erol, Elci, & Bozkus, 2014); MI profiles and learning foreign languages (Tezel, 2017;Iyitoglu & Aydin, 2015;Senbaz Filiz, 2010); teaching math (Yilmaz, 2012) to name but a few. Likewise, there have been a considerable number of studies working with samples of pre-service teachers (i.e., Gurbuzoglu-Yalmanci, & Gozum, 2013;Ozgen, Tataroglu, & Alkan, 2011;Yenice & Aktamis, 2010;Durmaz, 2005).…”