Inteligencias múltiples y su aplicación en el aula de secundaria. Reflexiones a propósito de un estudio en el aula de Alemán como segunda lengua extranjera

Abstract

The importance given by the LOMCE to multilingualism as a necessary principle for the improvement of educational quality invites us to rethink the objective of teaching foreign languages in the school and the appropriate methodology for those objectives without leaving aside the context. Therefore, the methodology must be specially selected so that the student develops fully and so that it reaches, at the same time, a determined communicative or intercultural competence.

The theory of Howard Gardner on the Multiple Intelligences used in the German classroom in ESO offers a possibility to join these two objectives. In this article, we will develop more deeply what this theory consists of as a methodological basis and its relationship with key competences. It will be commented on a study conducted in the classroom of German as a foreign language.

The results will confirm that we are facing an appropriate methodology for the study of languages in the school.