1. EDU 553Final Project Cultural Learning Styles By Dara Kluth, Sarah Rauenzahn and Megan Comparato

2. Essential Idea How does self-esteem, willingness to communicate and anxiety in Japanese, Mexican and American Indian/Native American cultures correlate to selected learning styles?

3. Why did we choose this topic? Why? For the success of our students, it is crucial that we align our teaching style to the learning styles of our students. How? By examining cultural norms in regards to willingness to communicate, anxiety and self-esteem.

4. Learning Styles Concrete Sequential- analytic and field independent style, thinking oriented and reflective Field independent- self-sufficient, focused upon individual accomplishment as opposed to a group Analytic- linear, step-wise process of learning, finite details and patterns rather than the whole Authority-Oriented- rigid, teacher-directed explicit instruction with a focus on order and sequence Emotional- includes responsibility, structure, persistence and motivation Environmental- includes sound, temperature, design and light Sociological- social patterns in which one learns

5. Learning Styles cont. Psychological- global versus analytical, field dependence versus independence Field dependence- socialized, self-identity results from persons around them, empathetic, perceptive of feelings Global (holistic)- derive meaning from concepts by first developing an understanding of the whole context Visual- learn things best by seeing them Reflective- enjoying working independently, not passive learners, they want to receive information, look for deeper meaning of learning not rote repetition

6. Japanese Learning styles Concrete Sequential Analytic Visual Self-Esteem Anxiety Willingness to Communicate Implications for Classroom

7. Mexican Learning styles Environmental Emotional Sociological Psychological Self-Esteem Anxiety Willingness to Communicate Implications for Classroom

8. American Indian/Native American Learning styles Global (holistic) Visual Self-Esteem Anxiety Willingness to Communicate Implications for Classroom

9. Conclusion By increasing awareness of cultural norms such as the willingness to communicate, anxiety and self-esteem, we will be better prepared to align instruction to meet our students’ needs. When we align our teaching to the preferred learning styles of our students’ cultural backgrounds, we increase their chances of success.

10. References Brown, R.A. (2005). The Paradox of Japanese Self-Esteem, 1-12. Chiya, S. (2003). The Importance of Learning Styles and learning Strategies in EFL Teaching in Japan [Abstract], 2-6. Griggs, Shirley, and Rita Dunn. "Hispanic-American Students and Learning Style. ERIC Digest." ERICDigests.Org - Providing Full-text Access to ERIC Digests. ERIC Clearinghouse on Elementary an Early Childhood Education Urbana IL, May 1996. Web. 6 Oct. 2010. <http://www.ericdigests.org/1996-4/hispanic.htm>. Hayashi, M. (2004). Japanese students' learning styles preferences in the EFL classroom. Bulletin of Hokuriku University, 28, 83-93. Hilberg, R.S. and Tharp, R.G. (2002) Theoretical Perspectives, Research Findings, and Classroom Implications of the Learning Styles of American Indian and Alaska Native Students. ERIC Digest, September 2002. Matching Teaching Styles with Learning Styles in East Asian Context. (pp. 1-3). useit.vn/content/view/247/92/lang,english/ Matsuoka, R. Willingness to Communication among Japanese college studnets [Abstract]. National College of Nursing, Japan, 151-160. Pappamihiel, N. Eleni,. English as a Second Language Students and English Language Anxiet: Issues in the Mainstream Classroom, The Florida State University, FL: The National Council of Teachers of English, 2002. Print.

11. References cont. Pewewardy, C. (1998) Fluff and Feathers: Treatment of American Indians in the Literature and the Classroom. Equity and Excellence in Education, 69-76. Pewewardy, C. (2002) Learning Styles of American Indian/Alaska Native Students: A Review of the Literature and Implications for Practice. Journal of American Indian Education. Volume 41 Number 3. Phelan, Patricia, Ann Locke. Davidson, and Hanh Thanh. Cao. Students' Multiple Worlds Negotiating the Boundaries of Family, Peer, and School Cultures. Stanford, CA: Center for Research on the Context of Secondary Teaching, School of Education, Stanford University, 1991. Print. Reyhner, J. (2006) Humility vs. Self Esteem: What Do Indian Students Need? Indian Education Today (pp. 33-36) Native American Journal Foundation. West, Amy Elizabeth. (2004) The experience of social anxiety in Native American Adolescents. Diss. (Psychology). U of Virginia, 2004. 139 p. Williams, K. E. (2008). Foreign Language Learning Anxiety in Japanese EFL University Classes: Causes, Coping, and Locus of Control. Electronic Journal of Foreign Language Teaching, 5(2), 181-191.