Emotional Intelligence, Gardner’s theory and ICT. A proposal for 3rd of ESO

Abstract

[eng] This paper will be based on how Howard Gardner’s theory of the Multiple Intelligences (MI), which was published in 1983, has influenced the educational system worldwide, since he appeals to the different ways of learning people have. Some researches such as Dueñas (2013) and Gómez and Sobremazas (2012) have analysed this theory and have carried out studies with students of different levels to demonstrate the students’ success if this theory is applied in the learning process. Both papers dealt with the students’ enhancement and engagement in the English subject as EFL. All of them agreed that the inclusion of different activities that cover the different ways of learning creates a better environment for the students and, thus, the learning process is more natural. Furthermore, we will delve into the Emotional Intelligence, a blend of the two personal intelligences Gardner proposes, which have demonstrated its importance in some research, such as in Jiménez and López-Zafra (2009) and Aritzeta, Balluerca, Gorostiaga, Alonso-Arbiol, Haranburo and Gartzia (2015). In addition to the MI theory, the positive effects of ICT (Information and Communications Technologies) have been shown in the learning process, as some studies have revealed such as Chaves, Chaves and Rojas’ in 2015 and Quiroga and Padilla’s in 2014, which concluded that ICT are very positive for the students’ performances. Although there is no action research study in this paper, I suggest a didactic proposal that could enable students of Secondary education in Spanish centres not only to reinforce their stronger intelligence, but also to develop their weaker ones and that would be achieved using the English subject. This proposal consists of activities in which they will work the different intelligences proposed by Gardner. The expectations after this strategy are that the students who participate in these activities would improve both their dominant and less dominant intelligences together with a motivated and positive response towards the English subject. Consequently, their language learning and performance of English as EFL (English as a Foreign Language) would be smoother.