Learning Styles in Multicultural Classrooms

Abstract

The construct of learning style is at the very centre of current pedagogical thought, with over 300 studies using ‘learning style’ in lists of keywords in the period 2000–06 (Thompson Scientific 2006). Learning style indexes and inventories represent attempts to construct tools for getting to grips with learners’ sensory characteristics and their psychosocial and cognitive involvement in their studies (De Vita 2001). Much of the pedagogical literature describing teacher — learner interaction in recent years has put increased emphasis on learner autonomy, learner independence and on the role of teacher as facilitator. An understanding of learning styles is seen as an important element in attempts to centre learning around the learner, moving away from a largely methodological focus. Taxonomies of learning styles also frequently serve an important role in curricular innovation, guiding innovation into areas where it is most likely to be compatible with learners’ style preferences.