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Linguistic intelligence involves sensitivity to spoken and written language, and the ability to learn languages. This also incudes the capacity to use language to accomplish certain goals. Linguistic intelligence is the ability to effectively use language to express oneself, and use language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. Using Technology to Teach the Multiple Intelligences: Linguistic These kids are the ones that everyone considers to be "smart." Of course, now we know better, and we say that they are just "book smart," or "word smart." These kids are going to do well using many kinds of applications, but especially those that have the most use in completing assigned work. These kids are most likely to use word processing programs on the computer than anything else. They will know how to manipulate the text, do crazy things like create columns and outlines that actually work and look good, and lots of other cool stuff that we as teachers can take advantage of! To use their linguistic intelligence to benefit the entire class, you might want to consider making these students the "secretaries" or recorders of any group they work with. If you are creating a newsletter in your classroom, for example, have these kids type in everyone's contributions and work on the layout. They will be able to write some excellent articles as well! To help them develop other intelligences using the computer, have them begin to create graphics using some a paint program. Or, better yet, challenge them to create a hyperstack using hyperstudio or powerpoint, using lots of illustrations and graphics. They will have fun, develop their spatial intelligence, and if they work in groups, their interpersonal intelligence, too. To implement a linguistically-intelligent based activity: a simple idea might be the "class poem," where stations are set up at a few different computers. Each station will have the beginning of a stanza, just a phrase like "I am," "I see," "I think," and each student will add something to each station. As a group, put the poem together representing the entire class's ideas on a theme, and have them write their own individual poems, too, using the word processor as an editing and proofing tool. (http://www.mcmel.org/erica.mi/technology.html)

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Woolfolk, Anita E. (1998). Educational Pyschology. Needham Heights, MA: Allyn and Bacon. Eggen and Kauchak. (2007). Educational Psychology. Colombus, OH: Pearson.

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