Achieving Congruence between Learning and Teaching Styles in Linguistically Diverse Environments.

Autor/in	Suleiman, Mahmoud F.
Titel	Achieving Congruence between Learning and Teaching Styles in Linguistically Diverse Environments.
Quelle	(1996), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Cognitive Style; Cultural Awareness; Cultural Differences; Elementary Secondary Education; Language Arts; Minority Groups; Multicultural Education; Teaching Styles; Urban Schools + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Cognitive styles; Kognitiver Stil; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Sprachkultur; Ethnische Minderheit; Multikulturelle Erziehung; Lehrstil; Unterrichtsstil; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	While several studies focus on how students learn, very few focus on how teachers teach. It has been assumed that successful learning is judged by effective teaching. To carry out learning tasks successfully, it is important for students to have multiple learning opportunities and "style-shift" while learning. On the other hand, teachers should achieve a balance between teaching strategies and the students' unique learning styles. Thus, teachers are encouraged to adjust their teaching strategies in light of the different learning styles of the students. This is especially true in today's increasingly diverse classrooms where multiple ways of knowing, learning, and interacting have to be valued and celebrated. The purpose of this paper is to: (1) identify different learning styles of culturally and linguistically diverse students and show how they can be met in language arts instruction; (2) identify strategies for teachers to provide all students with optimal learning opportunities by valuing the learners' preferred ways of learning; and (3) provide pedagogical implications for bilingual and multicultural teachers to achieve congruence between teaching and learning styles in language arts lessons. (Contains 1 figure and 23 references.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC