Incorporating the Multiple Intelligences theory in language teaching: portfolios, projects and team teaching

Abstract

This article makes a case for the possibility of incorporating the theory of Multiple Intelligences in our daily work as language teachers through the use of portfolios, project work and team teaching. After a short introduction of the MI theory, the article justifies the use of each of these techniques and shows their links with Gardner’s MI theory. It also shows advantages and difficulties in their use and provides theoretical support from authors who have analyzed and experimented with these techniques and procedures.