1. Learning
Styles
Key Concepts:
Field Independence
Field Dependence
By Mary C. Acevedo, M.Ed., TESOL

2. Learning Style
is how a person approaches
problems, addresses issues, asks
questions, and interacts with the
teacher and peers.
Culturally-triggered learning styles:
field independence
field dependence

3. Field
IndependenceWho are field independent learners?
European American students as a whole
How are field independent learners characterized?
Motivated by impersonal, analytical activities that do not
necessitate a group-type approach.
Show a rational, intrinsic appeal for the task without
consulting others.
Typically like competition and individual recognition.
Do best with learning the history or theory of the activity
before attempting to do the assignment (“analytical
learners”).

4. Field
IndependenceWhat problems will arise?
The field-independent approach to
education will not be compatible with the
non-mainstream minority students.
Teachers may assume students are less
competent than they really are , and it
may even appear that the minority student
is in need of special education or has a
behavioral disorder.
Cultural bias may occur.

5. Field
Dependence a.k.a. field sensitive learners
 Who are field dependent learners?
“minorities”:-- African Americans, Arab Americans, Hispanics, Native
Americans and many Asian American groups
 How are field dependent learners characterized?
Prefer to work with others to achieve a common goal.
Are greatly influenced by the teacher and very often interact
with the him/her.
Are more sensitive to others’ feelings, opinions, and ideas.
Like to practice and learn by experimentation (as opposed to
conceptual discussion) before starting the task (“global
learners”).

6. Implications for the
ClassroomClearly state and restate the degree
of cooperation that is allowable in
your written and verbal instructions.
Directly teach rules about turn taking
and other ways of participating in
class will need to be taught.

7. Implications for the
ClassroomThe teacher herself can become
more field dependent and student-
centered.
Provide a model of the schoolwork.
Insist that the student make a cultural
adjustment and learn to feel
comfortable asking questions.

8. Implications for the
ClassroomDo not stereotype; even within these
two culturally-driven styles, there are
individual differences: Visual, Auditory,
Tactile, Kinesthetic
Teachers and students who
understand each other’s expectations
can anticipate fewer cultural collisions
that disturb the educational process.

9. References
Zainuddin, H., et. al. (2007).
Fundamentals of teaching English to
Speakers of Other Languages in K-12
Mainstream Classrooms. Dubuque, IA:
Kendall/Hunt.

10. References
Zainuddin, H., et. al. (2007).
Fundamentals of teaching English to
Speakers of Other Languages in K-12
Mainstream Classrooms. Dubuque, IA:
Kendall/Hunt.