Self-perception, individual learning style and academic achievement by a pair of bilingual twins in a secondary school

This study is concerned with the academic progress and achievement of a pair of newly arrived bilingual twins in a secondary school in London and the affective factors involved. Differences in their personality traits and self perception resulted in the development of their divergent personal learning styles. The introverted personality of one of them helped him to adopt a relatively 'deep' learning style while the extroverted personality of the other enhanced his group work, talk and classroom socialisation under appropriate circumstances. Task interest, appropriate learning strategies and supportive situations improved motivation as well as learning style for both of them. The students' learning behaviour reported in this investigation have implications for curriculum planning in schools.