Exploring cognitive preferences for english language acquisition through tailored teaching practice

Abstract

Over time, languages have been facilitating communication around the world, allowing the nature of the communicative and social practice of human beings. This study delved into the relevance of multiple intelligences and their interconnection with the VARK model that together with adaptative teaching have boosted the increase in the level and knowledge of English as a Foreign Language. Based on this interconnection, this study explored the effectiveness of the adaptative method in the acquisition of a new language. This study also considered the cognitive profiles identified in 9th graders at the Unidad Educativa Fiscomisional Americano through a qualitative methodology of research where possible recommendations of adaptations for students who are categorized as auditory, visual, and kinesthetic learners are presented also taking into account that teachers, as research subjects, provided the necessary information to recognize their students at a higher level compared to students from other institutions (Level A2. 1 according to the Common European Framework of Reference for Languages).