Learning styles: field dependence and independence in Education in the bilingual and monolingual Primary Education classroom settings

Abstract

Notwithstanding the consideration of students’ learning styles is a relevant aspect for a vast portion of primary school educators; due to the various authors who are experts in the area, uncertainty sometimes arises about which author to choose to identify the different styles in students. Thus, this study presents a brief review of a mild and efficient model for identifying the most common learning styles found in the bilingual and monolingual classroom of primary education: field dependency and independency. The widened knowledge of such learning factors would allow teachers to develop didactic materials adapted to the different learning methods in pupils. Especially in teaching the English language in primary education, accurate instructional models are necessary, instead of the performance of standardised and routine activities. The idea of ​​adequate knowledge about teaching and learning styles is to build more efficient instructional models based on the personal development of the students, which implies an in-depth understanding of their physical and creative abilities, and learning preferences.