Linguistic Intelligence
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)
Internet Links
http://www.ericdigests.org/1998-1/multiple.htm
http://www.ericdigests.org/1998-1/multiple.htm
http://www.mcmel.org/erica.mi/technology.html
http://www.mcmel.org/erica.mi/technology.html
Other Resources
Woolfolk, Anita E. (1998). Educational Pyschology. Needham Heights, MA: Allyn and Bacon.
Eggen and Kauchak. (2007). Educational Psychology. Colombus, OH: Pearson.