Integrating Multiple Intelligences in the EFL Syllabus: Content Analysis

Abstract

This study aims at analyzing an EFL course book in terms of the availability of multiple intelligences (MIs)-based activities and their distribution among the four English language skills. To achieve this the researchers surveyed other experiences in this context and analyzed a unit in terms of the availability of MIs-based activities in Unlimited Series/Level Four/Unit Two/Cambridge University Press, their weight and distribution in each skill. The results showed unfair distribution of the four skills and the eight multiple intelligences. This is due to the nature of the English language unit where certain intelligences are more appealing. It is recommended that curriculum designers give nearly equal weight to the four skills especially in general English courses and include as many MIs-based activities as possible. This variety is of great importance to students as teachers guarantee that no learning styles among students are left behind.

A Review of Semantic Application of MI Theory and Effects for Teacher Training

“…The theory of multiple intelligences does not exclusively present itself as the sole alternative to Mahmoud and Alaraj's [6] perspective on general intelligence. Additionally, there exist other theories that also conceptualize intelligence as a compilation of discrete abilities.…”