The Role of Learning Styles, Learning Strategies for ELLs

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Research has shown over the last decades that when teachers acknowledge students learning styles and learning strategies, they improve their academic skills. The role of the teacher is to enhance …

Research has shown over the last decades that when teachers acknowledge students learning styles and learning strategies, they improve their academic skills. The role of the teacher is to enhance this process using multiple teaching strategies. These three variables become interrelated, especially when teachers want to improve English language learners’ performance.

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  • 1. The Role of Learning Styles,Learning Strategies and Teaching Strategies for English Language Learners Lucero Munoz-Raba Applied Linguistics for Bilingual Education/ESL University of Houston Clear Lake November 17th, 2011
  • 2. Sims and Sims 1995 Researchers have learned a great deal over the last decades about learning styles and how to identifying and teaching through learning styles can improve student’s test scores Ehrman 1996 and increase content knowledge.“Attention to variables such asinterests, culturally determined Guild and Garger 1998gender roles, sex relatedpersonality differences, and Understanding learninglearning circumstances may styles can help educatorssuggest ways to enhance the facilitate, structure, andlanguage learning success of validate successfulboth males and females” (Yi- learning for all students.Chen, L., & Berg, D. (2008). (Pitts, 2009) What some research says about Learning Styles- Strategies and Teaching Practices
  • 3. What some research says about Learning Styles- Strategies and Reid 1998 Teaching Practices Hill and Flynn 2005Reid concludes that Hill and Flynn (2005) pointinherent differences in out that "English languagecultural or language learners represent thebackground and fastest growing segmentdisciplines play a crucial of the school-agerole in determine types of population“.cognitive style. (Hsueh-Jui, Dunn et al. 2009 (Buteau,G.,True, M.(2009).Liu, 2008) Dunn and Dunn (1992) demonstrate that when students are taught using their preferred learning styles, they show increased academic achievement, Improved attitudes toward instruction, and better discipline than when they are taught using their nonpreferred styles. Dunn (2009), Learning styles requires recognition of the need of diverse strategies to complement individual differences. (Pitts, J. (2009)
  • 4. (Oxford et al. 1988) Preferred or habitual It is inherent and patterns of mental pervasive. functioning. It is a blend of A tendency to seek cognitive, affective, situations and behavioral compatible with elements. one´s own learning patterns. Patterns of attitudes A tendency to use and interests that certain learning affect what anstrategies and avoid individual will pay others. most attention to in a learning situation.
  • 5. Differentiated instructionhas become part of everyschool system´s lexicon butwithout learning styles asits cornerstone, no oneknows how todifferentiated instructionor on what to basedifferentiation (Dunn at al.2009)
  • 6. (Pitts, 2009)
  • 7. accommodations • Visual cues, physical gestures • Building upon student’s knowledge instructional that include: ELLs require and skills in their native language • Summarizing text knowledge • Repeated readings, targeting vocabulary • Paraphrasing student responses • Cognates, avoid using idioms • All together now • React and rhyme • Be a master thespian • Create an individualized word library • Create meaningful partnership • Create “language free” activity spaces • Recognize cultural differences while encouraging parental involvement
  • 8. Learning Strategies Learning Strategies Learning Strategies • EFL Learner’s • Learning-Style • Language uses of listening Responsive learning comprehension Instructional strategies are the Strategies and Strategies (Lauria,2010) often-conscious Learning Style • Talk about similar steps or Preferences (Chen, challenges 2010) behaviors used • Listening • Share stories, by language comprehension : mutual respect learners to: • Metacognitive • Read aloud books Enhance • Cognitive • Computerized acquisition, diagnostic • Socio-affective storage, assessment (Vadergrift,1997; Oxford,1990; O’Malley et retention, recall al, 1985) • Individuated plan homework • Use of new descriptor information (Rigney, 1978; Oxford, 1990) • Classroom environment change
  • 9. ReferencesAndreou, E., Andreou, G., & Vlachos, F. (2008). Learning Styles and Performance in Second Language Tasks. TESOL Quarterly: A Journal For Teachers Of English To Speakers Of Other Languages And Of Standard English As A Second Dialect, 42(4), 665-674.Buteau,G.,True, M.(2009). Differentiating instructional strategies to support English language learners. N Engl Read Assoc J, 44(2), 23-25.Chen, K., Lee, I., & Lin, C. (2010). EFL Learners Uses of Listening Comprehension Strategies and Learning Style Preferences. International Journal of Learning, 17(6), 245-256. Retrieved from EBSCOhost.Dunn, R., Honigsfeld, A., Doolan, L., Bostrom, L., Russo, K., Schiering, M. S., & ... Tenedero, H. (2009). Impact of Learning-Style Instructional Strategies on Students Achievement and Attitudes: Perceptions of Educators in Diverse Institutions. Clearing House, 82(3), 135-140. Retrieved from EBSCOhost.Hsueh-Jui, L. (2008). A study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. Annual Review of Education, Communication & Language Sciences, 584-104. Retrieved from EBSCOhost.Lauria, J. (2010). Differentiation through Learning- Style Responsive Strategies. Kappa Delta Pi Record, 47(1), 24-29. Retrieved from EBSCOhost.Oxford, R., & ERIC Clearinghouse on Languages and Linguistics, W. C. (1989). The Role of Styles and Strategies in Second Language Learning. ERIC Digest.Pitts, J. (2009). Identifying and Using a Teacher-Friendly Learning-Styles Instrument. Clearing House, 82(5), 225-232. Retrieved from EBSCOhost.Yi-Chen, L., & Berg, D. (2008). ESL Learners Learning Motivations and Strategies. International Journal of Learning, 15(1), 17-24. Retrieved from EBSCOhost.