Notes FAQ Contact Us
Collection
Advanced
Search Tips
ERIC Number: ED396587
Record Type: RIE
Publication Date: 1995
Pages: 281
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8384-6158-1
ISSN: N/A
Learning Styles in the ESL/EFL Classroom.
Reid, Joy M., Ed.
A selection of essays in learning styles in English-as-a-Second-Language (ESL) instruction includes: "Cultural Differences in Learning Styles" (Gayle L. Nelson); "Difficulties with Cross-Cultural Learning-Styles Assessment" (Patricia A. Eliason); "Gender Differences in Language Learning Styles: What Do They Mean?" (Rebecca L. Oxford); "Cognitive and Learning Styles of High School Students: Implications for ESL Curriculum Development" (Emma Violand-Sanchez); "Drawing Out Communication: Student-Created Visuals as a Means for Promoting Language Development in Adult ESL Classrooms" (Sharron Bassano, Mary Ann Christison); "Meeting Language Learners' Sensory-Learning-Style Preferences" (Nancy Kroonenberg); "Tolerance of Ambiguity and the Teaching of ESL" (Christopher M. Ely);"Expanding Student Learning Styles through Poetry" (Christison, Bassano); "Culture-Specific Perceptual-Learning-Style Preferences of Postsecondary Students of English as a Second Language" (Christine Stebbins); "Learning Styles and Strategies in Adult Immigrant ESL Students" (Laura Rossi-Le); "Learning Styles and Elementary School ESL" (Sabrina Peck); "Learning Styles and ITA Training" (Kristina Torkleson); "ESL Composition and Learning Styles" (Patricia L. Carrell, Laura B. Monroe); "Field-Dependence/Field-Independence in the L2 Classroom" (Carol A. Chapelle); and "Understanding and Empowering Diverse Learners in the ESL Classroom" (Kate Kinsella). Substantial forms, questionnaires, and related materials are appended. (MSE)
Heinle & Heinle Publishers, International Thomson Publishing Book Distribution Center, 7625 Empire Drive, Florence, KY 41042.
Publication Type: Reports - Evaluative; Journal Articles; Books
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A