The Level of Multiple Intelligences in Arabic Language Textbooks for Grades from (1 - 4) in Jordan in Light of Gardner’s Theory

Abstract

This study aims to investigate the level of inclusion and balance of multiple intelligences in the Arabic Language textbooks in light of Gardner’s Theory using the analytical descriptive approach. Eight textbooks in grades (1 - 4) for the first and second semesters were taught in schools in the Jordanian educational system in 2013/2014. The selected textbooks were analyzed using Multiple Intelligences (MI) checklist devised by the researcher based on the framework of the Theory of Multiple Intelligences to examine them in relation to different intelligences as reflected through various activities, questions and tasks. The study sample consisted of all Arabic Language textbooks for the grades from 1 - 4. Results of the study showed that the verbal/linguistic intelligence in the textbooks in general scored the highest frequency amongst all types of intelligence; meanwhile the musical intelligence in the textbooks scored the lowest frequency among all types of intelligence. The study concluded with a recommendation to consider the necessity of employing all types of intelligence in designing Arabic language textbooks for young learners.