TTC Session 1

Learners and teachers, and the teaching and learning context

1. Understanding the cultural and linguistic backgrounds of learners, and how this
might affect their learning of English

• Culture and Writing

The North American academic style of writing is very linear. Regardless of the assignment type, we
place a value on clear, direct communication. Typical essays are thesis-driven with the main idea and
explanation of how the essay will be organized included in the introductory paragraph, a body containing
explanations and supports for the thesis, and a concluding paragraph which summarizes the main points and
also expresses the writer’s final thoughts.

Writing in another language involves adopting language norms that may differ from those associated
with the ELLs’ learned academic discourse (Engelking & McPherson, 2006). ELLs have already learned the
expected academic conventions of their native language and have a rich schemata to draw on when
responding to academic tasks. However, “linguistic and rhetorical conventions do not always transfer
successfully across languages and may actually interfere with writing in the L2 [second language]” (Connor,
1996). Culturally and linguistically influenced prior experience in academic discourse can present a challenge
for ELLs when they differ significantly from the expectations held by North American educators.

In ELLs’ task responses, you may notice evidence of the following differences in audience and language
expectations (Wang4724, 2016).

• Reader / Writer Responsibility

In North American writing, it is the writer’s responsibility to compose a very clear, direct message.
Little work is expected of the reader. In many other cultures, the reader is expected to take an active role with
the text, interpreting a message that is not directly presented or bringing a shared contextual knowledge to
the reading that helps the writer and the reader co-create the narrative. A very direct style of writing in these
cultures would potentially insult the intellect of the reader.

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• Position of the Main Point

In North American writing, the main point that will be covered in the writing is included in the
introductory paragraph. In other cultures, it is considered skillful to keep the reader in suspense and entice
them through creative descriptive writing to continue reading until the end when the argument is presented.
It takes great skill to write flowery, descriptive, and engaging prose.

• Communication Styles: High / Low Culture Contexts

Culture influences communication. In high-context cultures such as China and Japan, Africa, South
America, and the Middle East, there is a higher expectation of the role of others in communicating. Their
communication style is often indirect, and they are comfortable with silence. ELLs from these cultures are less
likely to disagree, criticize or engage in debate on an issue because this would be directed at the individual.
This contrasts with low-context North American culture where communication is direct and to the point.
Critical analysis, questioning, and debating are valued and expected behaviors and are focused on the issue,
not the individual.

Canada is considered a low-context culture that has little shared background. The level of detail and
directness included in communications assumes the reader knows little and assumes no shared knowledge. In
high-context cultures such as China and Korea that share rich cultural, historical, and linguistic backgrounds,
there is a great deal of shared knowledge little needs to be said to create a mutual understanding of an idea
that is based on this shared knowledge.

• Use of Transitions

ELLs may have learned transitional phrases common in North American writing such as “however,”
“meanwhile,” “moreover” etc., and use them to connect sentences. Often though, the meaning of the
transition is not correct given the ideas that they are joining together.

• Flowery Language

In Spanish and Arabic cultures, for example, good writing is very descriptive and poetic, using lots of
metaphors and artistic language to create the picture. Writers from these cultures may think the direct simple
style expected in North American writing is not sophisticated enough for an academic submission.

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• Understanding of Academic Integrity

In many countries, academic integrity differs from Canadian expectations. In many collectivist cultures,
students are expected to work together collaboratively to complete assignments and tasks. Students will work
together to write the responses to take-home exams. There is a wide body of knowledge that is considered
universal, so when writing, there is no need to attribute the source to a specific person or reference. In Confucian
models, students are expected to honor those who offer wisdom by memorizing and using their words rather than
trying to create original work (Turnitin, 2021).

2. understanding different learning preferences.

• Visual learning style

Visual learners are individuals who prefer to take in their information visually—be that with maps,
graphs, diagrams, charts, and others. However, they do not necessarily respond well to photos or videos,
rather needing their information using different visual aids such as patterns and shapes.

The best way to present to visual learners is by showing them the relationship between different ideas
visually. For instance, when explaining a scientific process, it can be done by using a flow chart.

• Auditory learning style

Auditory learners are individuals who learn better when they take in information in auditory form
when it is heard or spoken. They are prone to sorting their ideas after speaking, rather than thinking ideas
through before. Since, to them, saying things aloud helps them understand the concept.

Auditory learners learn best when information is presented to them via strategies that involve talking,
such as lectures and group discussions. They can benefit from repeating back the lessons, having recordings
of the lectures, group activities that require classmates explaining ideas, etc.

• Kinesthetic learning style

Kinesthetic learners are individuals who prefer to learn by doing. They enjoy a hands-on experience.
They are usually more in touch with reality and more connected to it, which is why they require using tactile
experience to understand something better.

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The best way to present new information to a kinesthetic learner is through personal experience,
practice, examples, or simulations. For instance, they can remember an experiment by recreating it
themselves.

• Reading / Writing

Reading/writing learners consume information best when it is in words, whether that is by writing it
down or reading it. To them, the text is more powerful than any kind of visual or auditory representation of
an idea. These individuals usually perform very well on written assignments.

There are different ways to get a reading/writing learner to engage and understand a certain lesson.
For instance, it would be best to have them describe charts and diagrams by written statements, take written
quizzes on the topics, or give them written assignments.

• Logical / Analytical learners

As the name suggests, analytical learners depend on logic and analytical skills to understand a
particular subject. These types of learners search for connections, causes, patterns, and results in their
learning. A teacher can engage and motivate analytical learners by posing questions that require
interpretation, using material that activates problem-solving skills, and stimulating students to reach
conclusions based on facts or reasoning.

• Social / Linguistic learners

These types of learners favor educational lessons that include peer work or participation. Social/
linguistic learners get two things out of this participation: socializing (which they love) and a better
understanding of a subject. Teachers can motivate these types of learners by using role-playing, group
activities, and encouraging student interaction (asking questions, sharing stories, etc.).

• Solitary learners

Otherwise known as solo learners, these students are the opposite of social learners. Solitary learners
prefer to study alone without having to interact with other learners. Individual work is a solo student’s forte.
Teachers can help these types of learners by using activities that require individual work (including keeping a
diary) and problem-solving skills, recognizing a student’s individual accomplishments, etc.

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• Nature learners

These types of learners excel when in contact with nature. A nature learner’s ideal study environment
is calm and relaxing. If we had to compare nature learners with another type, it would be tactile learners. The
only difference is the nature part of this deal, as nature learners need to be outside to learn better. While
learning in nature may not always be possible, teachers can still nurture this learning style in students by
assigning hands-on activities, having classes outdoors when possible, and using nature examples when
explaining a new lesson.

The Multiple Intelligences

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1. Linguistic Intelligence:

1. Teaching Approach: Focus on traditional language skills such as reading, writing, speaking, and
listening.

2. Activities: Engage students in discussions, debates, writing assignments, and reading comprehension
exercises.

2. Logical-Mathematical Intelligence:

1. Teaching Approach: Integrate logical reasoning and problem-solving into language activities.

2. Activities: Incorporate language puzzles, word problems, and logical analysis exercises into lessons.

3. Spatial Intelligence:

1. Teaching Approach: Utilize visual aids and creative elements in language instruction.

2. Activities: Encourage visual storytelling, use multimedia resources, and incorporate graphic organizers
to enhance understanding.

4. Musical Intelligence:

1. Teaching Approach: Integrate music and rhythm into language lessons.

2. Activities: Use songs, rhymes, and rhythm to teach pronunciation, intonation, and language patterns.

5. Bodily-Kinesthetic Intelligence:

1. Teaching Approach: Incorporate movement and physical activities into language learning.

2. Activities: Role-playing, drama exercises, and physical games that involve language use can enhance
learning.

6. Interpersonal Intelligence:

1. Teaching Approach: Foster collaborative learning environments.

2. Activities: Group projects, discussions, and language games that require interaction with peers can
support interpersonal intelligence.

7. Intrapersonal Intelligence:

1. Teaching Approach: Encourage self-reflection and personal expression in language activities.

2. Activities: Journal writing, personal essays, and reflection exercises can tap into intrapersonal
intelligence.

8. Naturalistic Intelligence:

1. Teaching Approach: Relate language learning to the natural world.

2. Activities: Use nature-themed reading materials, incorporate outdoor language activities, and explore
environmental topics in language lessons.

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