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Kallenbach, S. and Viens, J. (2002) Open to Interpretation: Multiple Intelligences Theory in Adult Literacy Education. NCSALL Report 21. National Center for the Study of Adult Learning and Literacy, Harvard Graduate School of Education, Cambridge.

has been cited by the following article:

• TITLE: Jordanian EFL Teachers’ Awareness and Incorporation of Multiple Intelligences into Their Pedagogical Practices

  AUTHORS: Taghrid Ahmad Al-Omari, Ruba Fahmi Bataineh

  KEYWORDS: EFL, MIT, Multiple Intelligence Theory, Jordan

  JOURNAL NAME: Open Access Library Journal, Vol.1 No.1, April 14, 2014

  ABSTRACT: This study attempts to explore EFL teachers’ awareness and incorporation of the Multiple Intelligences Theory (MIT) into their pedagogical practices in light of some variables. The sample consisted of 141 male and female EFL teachers who taught the first-, fourth-, eighth- and eleventh- grade Action Pack textbooks in the public schools of the First Directorate of Education (Irbid, Jordan). The findings revealed that, albeit moderate, EFL teachers' awareness and incorporation of MIT is influenced, to various degrees, by gender, grade level, age, qualifications, experience and training.