MULTIPLE INTELLIGENCES IN ACTION: A CRITICAL ANALYSIS OF THE MOVIES UNIT IN THE 9TH GRADE ENGLISH COURSEBOOK IN TURKIYE

Abstract

Every individual is unique and learns in different ways. Being aware of this fact, shaping the educational process according to individual differences is of great importance to maximize the potential of each student. The fact that students have different learning styles and interests requires teaching materials to be prepared in accordance with this diversity. Dewey, while advocating a child-centered approach, emphasized that education should be shaped according to each student's individual experiences, interests and strengths rather than imposing a uniform teaching method. Gardner's theory of MI, which suggests that students have different types of intelligence such as linguistic, musical and interpersonal, supports Dewey's view by emphasizing the various ways in which students can be successful. Dewey and Gardner advocate for educational environments that address individual differences and support the development of each student's unique potential through varied and meaningful experiences. This study aims to analyze the “Movies” unit in the 9th grade English textbook prepared by the Ministry of National Education of the Republic of Turkiye in the context of multiple intelligences theory. The data were collected using document analysis technique, which is a qualitative research method. The content of the textbook was analyzed based on Gardner's Theory of Multiple Intelligences. The results show that this textbook contains activities that appeal to students' various types of intelligences and contributes positively to the language learning process. By incorporating the theory of multiple intelligences into teaching materials, a more dynamic, adaptive and responsive educational approach becomes possible. This can greatly improve learning outcomes, student engagement and overall development.