Opening a University Language Service to Older Learners

Kieran Donaghy

Montse 55 Retired bank worker

Dolors 57 Interior designer

Angels 67 Retired school teacher

Teresa 57 Civil Servant

Pere 48 Nurse

Lourdes 60 Cake shop owner

Objectives

How to maximise the language learning of seniors.

How to adapt courses and methodology to the needs of older learners.

Summary of the session1. Benefits of studying for seniors.

2. Some myths about older learners.

3. Affective factors.

4. Health factors.

5. Cognitive factors.

6. Compensations to learning environment and methodology.

7. How a university language service has adapted to the needs of older learners.

Benefits of studying for older learners

80% reported a positive impact

58% improved their enjoyment of life

56% improved their self-confidence

36% could cope better with everyday life

Dench & Regan (2000)

“There is substantial evidence that seniors can and do learn new skills and develop proficiency with previously learned skill sets.”

Moseley & Dessinger (2007)

“It is possible ‘to teach an old dog new tricks’.”

Moseley & Dessinger (2007)

Older learners have more highly developed cognitive systems, are able to make higher order associations and generalizations, and can integrate new language input with their already substantial learning experience.

Schleppegrell (1978)

“There is no reason to believe that older learners are not able to learn a new language.”

Weinstein-shr (1993)

Motivation has been identified as the single most important factor in determining successful language acquisition in adults.

Pulvermuller & Schumann (1994)

Seniors are generally intrinsically motivated

Csikszentmihalyi (2002)

IPEC

Interest

Personalization

Entertainment

Challenge Handcock (2009)

Self-confidence is a key factor in second language acquisition.

“Many older learners fear failure more than younger learners.”

(Schleppegell, 1987)

1.The teacher has to reduce anxiety and build self-confidence in the senior learner.

2. Use humanistic techniques to build empathy.

3. Provide opportunities for students to work together, focusing on understanding rather than producing language in the early stages.

4. Reduce the focus on error correction to build learners’ self-confidence and to promote language production.

“If an older person cannot read because of failing eyesight, cannot hear what is said in class because of hearing loss, or cannot copy notes because he or she is arthritic, learning is going to be a frustrating, difficult experience.”

Hayslip and Kennelly (1985)

Hearing ability

Hearing Action Plan

1. Speak clearly ensuring that the students can see their face and lips.

2. Adjust the volume for listenings and videos.

3. Repeat listening texts.

4. Minimise background noise.

Visual ability

Visual Action Plan• Verdana • bold type• A minimum of 12-point print type for printed

text• 24-36-point print type for projected visuals• Do not use italics or ALL CAPS• 50 to 75 characters per line for 12-point type• 5 to 7 words per line for projected visuals• Use Red and orange

Mobility

Mobility Action Plan

1.Comfortable chairs and tables.

2.Allow more time for older students to do whole class communicative activities

3.Activities like running dictation and Total Physical Response activities may not be appropriate.

Cognitive factors

“Older brains are slower to process information, less able to block distractions and irrelevant information during recall tasks, and less agile when it comes to switching from task to task.”

Hayslip and Kennelly (1985)

“Old brains can be trained to act like young ones.”

Begley (2006)

“Older learners can benefit from memory and other types of cognitive training.”

Loweinstein (2005)

Richard Of York Gave Battle in Vain

1. Help seniors to exercise their minds by integrating memory exercises, and mnemonic devices.

2.Adjust timing to compensate for cognitive loss

More time to respond

Avoid timed tests

Avoid fast-paced presentations

Adjust timing when motor skills are involved

Make it clear when one task begins and another ends

3. Supplement listening and text with image and graphics.

4. Use rehearsal strategies, drills, repetition and recycling.

Repetition is key.

5. Start and finish a class with a positive activity and in between “sandwich” less popular but necessary activities.

Sandwich technique

6. Help students reduce external noise

Comfortable tables and chairs, adjust lighting and sound, little background noise

7. Encourage seniors to think analytically, reflectively and creatively.

8. Get students to use cognitive strategies.

Seniors at UAB Idiomes

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OCTUBRE 2008

FEBRERO 2009

Senior Learning Conference UAB Idiomes Barcelona

30th January 2010

kieran.donaghy@uab.cat

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(ED), The older adult as learner: Aspects of educational gerontology: New York: Hemisphere.• Krashen, S. D., M. A. Long, and R. C. Scarcella. (1979). Age, Rate and Eventual Attainment in Second Language Acquisition. TESOL

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Linguistics Washington DC ERIC Identifier: ED350885. • Moseley, J.L. and Dessinger, J.C. (2007). Training Older Workers and Learners: Maximizing the Workplace Performance of an Aging

Workforce New York: Pfeiffer.• Oxford, R. (1985). A new taxonomy of second language learning strategies. Washington, DC: ERIC Clearinghouse on Languages and

Linguistics.• Pulvermuller, F. and Schumann, J. (1994).Neurobiological mechanisms of language acquisition. Language Learning 44.• Roth, C. L. (2005). How to protect the aging workforce. Occupational hazards, 67(2). 2005, VOL 67; NUMB 1.• Schleppegrell, M. (1987). The Older Language Learner. ERIC Clearinghouse on Languages and Linguistics Washington DC. ERIC

Identifier: ED287313. Weinstein-Shr, G. (1993). Growing old in America: Learning English Literacy in the later Years. ERIC Clearinghouse for ESL Literacy Education Washington DC., National Clearinghouse for ESL Literacy Education Washington DC. ERIC Identifier: ED367197.