Suggestions for a kinesthetic learner

  • Allow the learner to be physically involved in her learning. Create activities connected to what she is learning. For example, act out information that is read or encourage hand/body movements during explanations.
  • Put words on separate cards for the learner to make sentences.
  • Put word parts (prefix, root and suffix) on separate cards so the learner can make words.
  • Take a walk with your learner. Use the print you see on your walk (store signs, advertisements on billboards, movie posters) as the basis for future lessons. For example, the learner could write down key words on the walk and use these key words in a story later.
  • Have the learner beat out syllables so she can feel the "rhythm of the word." This can be useful when the learner is having pronunciation difficulties. There are many different ways to classify learning styles. More information regarding these classification frameworks is available in the Additional Resources Section.

A study of ESL learners done by Joy Reid (1987)4 shows that there are some cross- cultural differences in learning styles. Based on her study, it was found that:

  • Korean students were more visually orientated than Englishspeaking Americans
  • Japanese students were the least auditory (compared to Chinese and Arabic learners)

Learning styles are also influenced by:

  • Gender (male / female)
  • Length of time in the new country
  • Field of study (if involved in academia)
  • Level of education

Thus, while culture may play a role, it is not the only determining factor.

There are many different ways to classify learning styles. More information regarding these classification frameworks is available in the Additional Resources Section.


4 H. Douglas Brown, Principles of Language Learning and Teaching (4th edition). (White Plains, NY: Pearson Education, 1999), p. 122. Reprinted by permission of Pearson Education.