Exploring Learning Styles: Are They Really Out of Fashion in ELT?
In the ever-evolving landscape of language education, trends come and go, each claiming to be the panacea for effective learning within the context. Here in Ireland, English language teachers can often be found engaging in professional development and discussions about concepts relevant to the teaching of their students. One such concept that has been subject to debate over the years is that of learning styles (which are usually named as visual, auditory, reading and writing, and kinesthetic, also known as the VARK model). Initially embraced with enthusiasm by English language teachers and educators worldwide, learning styles have recently faced criticism and scepticism. Some argue that they are outdated, oversimplified, and lack empirical evidence to support their efficacy. Language schools in Ireland are at the forefront of innovation and draw on a wide range of techniques and methodologies. However, delving deeper into the realm of English Language Teaching (ELT), one must question: are learning styles truly out of fashion, or do they still hold relevance in the pedagogical sphere?
Understanding Learning Styles
Before delving into the debate, it’s crucial to grasp what learning styles entail. Learning styles refer to the preferred method or way individuals absorb, process, comprehend, and retain information. The most common classification categorises learners into visual, auditory, and kinesthetic types, although various models exist, each with its own set of categories. For example, the seven key learning styles within many educational contexts as well as within ELT are often named as: Visual (Spatial), Aural (Auditory-musical), Verbal (Linguistic), Physical (Kinesthetic), Logical (Mathematical), Social (Interpersonal), and Solitary (Intrapersonal). Proponents of learning styles argue that tailoring instruction to match learners’ preferred styles enhances engagement, comprehension, and retention. This is particularly key in English language teaching when engagement is the cornerstone of interaction and of using the target language, in this case English.
The Rise and Fall of Learning Styles
The popularity of learning styles surged in the late 20th century, fueled by the belief that a one-size-fits-all approach to education is ineffective. English language teachers sought innovative methods to cater to diverse learning preferences, and learning styles appeared to offer a solution. However, as research advanced, scepticism grew. Numerous studies failed to find a significant correlation between teaching to students’ preferred styles and improved learning outcomes. Critics also pointed out flaws in the methodologies used to assess learning styles, highlighting the lack of robust empirical evidence supporting their validity. Many one-time enthusiasts of learning styles within ELT have since done the research and now do everything they can to oppose their use
Debunking the Myth of Learning Styles
Critics of learning styles argue that they oversimplify the complex process of learning. They contend that human cognition is far more intricate than being confined to rigid categories such as visual, auditory, or kinesthetic. Furthermore, proponents of evidence-based teaching advocate for approaches grounded in scientific research. From this perspective, learning styles seem to fall short, lacking substantial evidence to warrant their widespread adoption.
Revisiting the Debate of Learning Styles in ELT
In the realm of English Language Teaching, where cultural and linguistic diversity abound, the debate surrounding learning styles takes on added significance. ELT classrooms often comprise learners from various backgrounds, each with unique learning needs and preferences. While some may thrive in visual-rich environments, others may prefer auditory input or hands-on activities. Ignoring these differences may lead to disengagement and hinder language acquisition, but this does not mean there is any real evidence to suggest that learning styles equal effective learning. It could simply mean that employing a range of different techniques ensures your students are engaged. That some say there are more than 70 learning styles certainly serves to discredit the theory further.
However, some argue that dismissing learning styles entirely may also be premature. There may well be credibility in recognising theories about how the mind works, but this is not the same thing as a theory about how to teach. Yet, despite the lack of robust empirical evidence, anecdotal observations suggest that adapting instruction to accommodate learners’ preferences can enhance their learning experience. In ELT, where engagement and motivation play pivotal roles, simply using every technique and activity type in your teaching toolbox, where appropriate, may foster a more inclusive and effective learning environment.
Moving Forward: A Balanced Approach to Learning Styles
Rather than adopting a black-and-white stance on learning styles, some argue that a nuanced approach is warranted within the field of ELT. While it’s essential to critically evaluate the scientific basis of pedagogical practices, English language teachers should also consider the practical implications. Acknowledging learners’ diverse needs, cultural backgrounds and preferences can inform instructional design, fostering greater engagement and comprehension. It may even be more fun! And this does not have to be grounded in theories about learning styles – it can simply be about working with the students in front of you, finding out more about them and finding your own paths to working together.
In ELT, this entails incorporating a variety of teaching methods and resources to appeal to different learning styles. English language schools in Ireland have a range of the latest resources and technology to ensure all learners’ needs can be catered for. Visual learners may benefit from multimedia presentations, while auditory learners may prefer listening activities or oral communication tasks. Kinesthetic learners, on the other hand, may thrive in interactive, hands-on activities. By offering a mix of activities that cater to various preferences, English language teachers can create a dynamic and inclusive learning environment.
Moreover, encouraging metacognition and self-awareness among learners can empower them to identify their own learning preferences and, perhaps more significantly, learning strategies. By fostering reflection and autonomy, English language teachers can equip learners with valuable skills that extend beyond the language classroom.
Conclusion
In conclusion, while the debate surrounding learning styles continues to rage on, their relevance in ELT remains a topic worthy of consideration. While critics may argue against their efficacy, English language teachers must acknowledge the diverse needs and preferences of learners. Rather than discarding learning styles altogether, a balanced approach that integrates evidence-based practices with practical considerations is key. By embracing pedagogical diversity and fostering learner autonomy, English language teachers can create enriching learning experiences that cater to the individual needs of their students. As we navigate the often complex landscape of English language education, let us not abandon learning styles but rather reframe the discussion to ensure their meaningful integration into pedagogical practice where appropriate, and in the context of a classroom based on research backed pedagogical approaches.
Author: Rachael Fionda, Training and Development Coordinator, Emerald Cultural Institute