Inferring Cultural Learning Styles-Puerto Ricans in the U.S.Report as inadecuate




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People learn differently. One model for instruction does not suit all participants well, especially when those participants are from different cultural backgrounds. Based on research into the speaking patterns of Puerto Ricans in the United States, as well as in Puerto Rico, inferences can be drawn about how those patterns of communication would translate into preferences for teaching and learning. For example, following Morris (1981) it has been documented (Milburn, 2000) that there are two different senses of time that participants at a Puerto Rican Center orient to when conducting business in the United States. A sense of time labeled "Puerto Rican time" has been shown to be more fluid and flexible and as preferable in some situations where socializing and community is foregrounded. From this finding, we may be able to infer that the structure of some classroom situations, with strict time rules for particular subjects, may not be the most optimal learning environment for Puerto Ricans who orient to time this way. In this paper, several communication patterns and the corresponding learning situation that may be implicated by such patterns are explored. (Contains 23 references.) (Author/RS)

Descriptors: Classroom Communication, Classroom Environment, Cognitive Style, Cultural Differences, Elementary Secondary Education, Hispanic Americans, Puerto Rican Culture, Puerto Ricans, Time











Author: Milburn, Trudy

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9799&id=ED448492







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