Second language learning styles and sequential bilingual instruction in primary, secondary and university education: toward a state of the art

Abstract

This reflection paper and documentary research focused on the classification of students of primary, secondary and university education enrolled in sequential bilingual instruction. Such classification was done based on students´ second language learning styles and on a psycholinguistic and differential psychology perspective.  It was found, among other results, that there was a heterogeneity of second language learning styles of students enrolled in sequential bilingual instruction and that those styles are likely to be related to socio-biological, educational, cultural and cognitive variables. It was concluded that there could be a relationship between second language learning styles and second language acquisition.