ELT News Think Tank

This Month's Think Tank Panel

Marc Helgesen

Curtis Kelly

Panelists: Marc | Curtis
Date: September 2003

Topic: "What role do the senses play in language learning?"

Marc Helgesen

The role of the senses? Given that senses are how our brains get input -- and make meaning of it -- this seems like something that all of us as teachers will want to look at. It just, er, makes sense.

Of the five senses, sight (Visual), hearing (Auditory), feeling (alternately called Kinesthetic [movement], tactile [touch], and haptic [touch/ movement/ emotion) are the most useful in the classroom. Smell (Olfactory) is strong (as Curtis points out). So is taste (gustatory) (Try bringing chocolate chip cookies next text day). But the V-A-K are the senses most often and most easily used in learning languages and other skills at school.

“your preferred modality is the one which, when there is nothing going on to force a change, you use as a starting point.”

Everyone, barring a handicap, has and uses all the senses. But we also have one that we use more than the others. It is called the "preferred modality." The modalities are sometimes called "learning styles" or "processing channels." Those are just different ways of talking about the senses.

Your preferred modality, by the way, doesn't mean the one you like the most - just because you like music doesn't mean you are an auditory person (It most likely means you are human - everyone likes music). Rather, your preferred modality is the one which, when there is nothing going on to force a change, you use as a starting point. You can often tell your preferred modality by looking at your own behavior. For example, imagine you are going to a lecture. Which of these do you usually do?

1. Take a lot of notes, which are probably fairly neat.
2. Make a recording instead of taking notes.
3. Take a lot of notes, then never look at your notebook again (it may be better that way - the notes are a mess).
4. Watch the speaker closely as you listen.
5. Close your eyes so you can focus on what you are hearing. You might mentally repeat key phrases or points.
6. Move around in your seat - adjust your position, move your arms, tap you fingers, fidget - as you listen, even though you are paying attention.

This is just a quick introduction and isn't meant to be a full sensory preference evaluation (more on that later*), but you probably found yourself relating to a few of the ideas and not relating at all to the others. Ideas 1 and 4 are typical of visual learners, 2 and 5 are things auditory learners do, 3 and 6 are typical kinesthethic learner behavior.

Of course, it is useful to be aware of your own style for several reasons. It is how you usually process information so it is often the way you learn best. And, since you take in information through that sensory channel, it may well be the way you teach. It is no surprise that many of us give out information through the route we process it. After all, it makes sense (to us) that way.

But what about learners who process things differently? What about learners whose learning style/preferred modality is different than the way you teach?

What follows is an attempt to deal with that. I originally made this chart (see next page) for myself. I know I am a kinesthetic learner who also rates quite high on visual. And my score on auditory scales are rather low (this is a typical pattern: high on one, fairly high on another, low on the third). I was worried about my auditory learners - what was I doing to make sure the class makes sense (so to speak) for them? I identified the main types of activities we do in class. Then I looked at the three main sensory areas. I tried to identify things I can do as a teacher to make sure I have covered the main senses. I also noted things they can do as learners. I try to make sure that my teaching covers the range of senses - it is useful for students to get practice with all the senses. I usually introduce a few options. Students naturally gravitate towards the activities that fit with their learning styles.

To use the chart, either take a learning inventory* or just look over the chart and see which things you already do. That may indicate your learning/teaching style. Then make it a point to try some of the other items, especially those that are not part of your regular pattern.

Work with it. Play with it. I think your students will see the light, or it will ring some bells for them. Or maybe it will just feel right. Whatever happens, they'll be learning.

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Panelists: Marc | Curtis

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