Teaching English From the Multiple Intelligences Theory Approach for Bilingualism Development

Abstract

Abstract Gardner's multiple intelligences have evolved into theories about the mind, providing discoveries to understand the functioning and cognitive process of the brain. The study aims to determine strategies based on multiple intelligences and their relationship with cognitive neuroscience to improve English language learning processes. To achieve this, a theoretical-practical methodological approach was proposed through the review of bibliographic information from researchers whose studies aim to improve mental processes for learning another language. It is worth highlighting the importance of the results where the teacher's role is to apply the learning strategies and styles in students to promote new cognitive developments, skills, and motivation, despite the fact that students possess different multiple intelligences. In addition, emotional intelligence is strengthened, and the importance of neuroscience in the context of neuroplasticity for learning English in the classroom is understood. For this purpose, strategies are presented for each intelligence. Furthermore, the bilingualism scale is presented in terms of flexibility with non-linguistic rules, producing an effect on other aspects of human knowledge. Additionally, arguments centered on neuroscience have been raised to indicate how the brain learns and its emotional connections, which contribute to linguistic processing, bringing us closer to a basic understanding of the central nervous system to inquire about the relationships between linguistic elements and mechanisms for learning another language.

Keywords

• multiple intelligences theory, english language teaching, bilingualism, cognitive neuroscience.