PREFACE The writing of this dissertation marks the end of an extremely fulfilling process of exploration, and hopefully the beginning of an equally fulfilling process of application. I am indebted to the inspiring teaching staff at EF Vancouver, especially to ELT veteran Victor Hill who provided an invaluable sounding board for conceptual, syntactical and, it must be admitted, orthographical issues. Sigrid Mundy also provided much appreciated editorial assistance. Thanks also to the TESOL faculty at Sheffield Hallam University, and the participants of TES 14 with whom I was lucky to share in such rich collaborative development. I would like to thank my wife, Keona, for her understanding and encouragement during all the moments I was lost in space; and finally my baby Jack for the continual, but delightful, distraction.
ABSTRACT The application of Multiple Intelligences Theory in English Language Teaching frequently relies, it would seem, more on a leap of faith than on grounded research. Consequently, this research seeks to examine the use of Multiple Intelligence Theory within a six-month teacher development project in a faculty of twenty teachers at a private language school in Vancouver, Canada. Initially the development project sought to initiate, foster and track knowledge transfer within the faculty by grouping teachers with contrasting Multiple Intelligence profiles and encouraging peer planning, observation and feedback. Ironically, this intention was based on the common assumption that teachers teach to their own intelligences. This was found to be, in itself, a somewhat groundless leap of faith and led to a reframing of the project and ultimately an attempt to suggest how Multiple Intelligences Theory can be more successfully applied to English Language Teaching. While the
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