Fusion of Multiple Intelligences for Developing Natural Interaction in the ESL Classroom

Abstract

ESL teachers are caught between two diverging socio-psychological modes of existence. On the one side, the inherent artificiality of teaching-learning a second or foreign language in a formal classroom forces them to helplessly look for meaningful activities in the class, so that learners can be motivated and get engaged in the processes of socializing the target language. On the other side, the administrative compulsions and the parental pressure force them to forget ‘the learner’ and focus on ‘teaching’. In unguarded moments, any average ESL teacher may reflect on the past classroom performances of years and may feel dissatisfied. This paper tries to make use of the pedagogic construct of teacher intervention following the guidelines offered by Howard Gardner’s theory of Multiple Intelligences and Abraham Maslow’s psychological theory of the need of self- actualization. As part of an informal longitudinal study, the researcher has tried to explore the rich resources of the first language in enhancing second language communication skills.