Multiple intelligences and learning strategies: a proposal to improve CLIL students’ results

Abstract

Nowadays the concept of intelligence has changed, and a significant number of schools are changing their educational approach around the world too. Similarly, foreignlanguage acquisition has achieved a great importance in the majority of European curriculum. It is for this reason that CLIL approach and the application of multiple intelligences (MI) theory are increasing their presence in the schools. We consider that both, CLIL approach and MI theory should work together, and we discover there are many different ways to do it. Consequently, the aim of our proposal is to make CLIL learners aware of their MI profile and be able to choose suitable learning strategies according to it. Our proposal is divided in several sections, providing CLIL learners with the opportunity of using their eight intelligences for learning a curriculum topic before learning about MI theory. It also includes a design to teach primary students about MI theory and how to choose learning strategies according to their MI profile, as well as questionnaires to assess the effectivity of our proposal when implemented. Therefore, this consists in the design of a CLIL module for primary education, two sessions about multiple intelligences theory and learning strategies and two questionnaires. To support our proposal, we have made a review of learning strategies, learning styles, MI theory and CLIL literature. We address the main features of all these concepts and explain the connection between MI theory and learning styles, and how both theories can support learning strategies selection. Finally, we contemplate the possibility of adapting the proposal to higher levels of education, subjects and topics. Secondary education students need learning strategies, as much as primary students do, and know more about themselves which can be beneficial for MI profile awareness.