Learning Styles before Languages Helps Promote Results

Learning Styles before Languages Helps Promote Results

Hebrew, the modern language spoken primarily in Israel and in use today throughout synagogues and in the Jewish culture worldwide, can effectively be taught to anyone willing to learn. The difference in how a student chooses to learn, however, can make the learning of the Hebrew language easy, or a time consuming task.

Students worldwide, no matter where they live or what they do, have different learning styles. Some prefer to learn only from books, repeating words softly and quietly while others cannot learn from a book but would rather build models and hands-on projects. Learning Hebrew, or any other foreign language, can be made easier if the learning is tailored to a specific learning style.

Generally, there are three main types of learning styles:

1. Visual learners These students have better results when learning Hebrew from a book or other sort of written material. Lessons for these students are often fairly simple, including nothing more than a book or notebook, along with a writing instrument. Students take pride in repeating words to themselves, as well as rewriting lessons and practicing soft pronunciation.

2. Audio learners Students that prefer learning Hebrew in this style prefer listening to books on tape and other forms of sound, as they process information better through their ears than with their eyes. They do practice the written word and use it in learning Hebrew, as it is still an important part of their curriculum; however, they rely primarily on the audio component of media to help them retain their knowledge.

3. Kinesthetic learners Those that learn through kinesthetic exercise, which in a nutshell encompasses motion, movement, and/or some sort of activity, do best learning Hebrew with hands-on exercises. Often a mentor is needed in these cases, as studies can include learning Hebrew straight from the Torah or other exercises, such as song, dance, cinema and/or theater performances, and other activities that keep the learner engaged and focused. An example could be learning Hebrew by observing a Bar Mitzvah service, or attending a Jewish wedding.

It is worthwhile to note that some kinesthetic learners do not require complete hands-on activities they will continue to respond to learning if given only some motion. For example, some kinesthetic learners could be learning Hebrew from a textbook while moving about.

Learning Hebrew can come naturally when tailored to a specific learning style. A kinesthetic learner will soon find memorizing vocabulary and studying words on a page to be quite unsatisfying, as the lack of stimulation will lead to a "disconnect", as well as disinterest in learning the Hebrew language. For example, kinesthetic learners are not impressed with vocabulary words they wish to see how words are used in more practical applications. Similarly, it is pure torture for an audio-focused learner to be expected to take part in hands-on activities that others might enjoy. Generally, once a learning style is determined, learning a second language can become an exciting gateway to another world, instead of a dreaded task of drudgery.

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