This study is of a theoretical-conceptual nature and is a partial outcome of the research project VEGA MŠVVaŠ SR and SAV no. 1/0176/15. It deals with one of the problems currently faced by educational theory and practice, i.e. the foreign language education of seniors. The trend is typical for many EU member states, since it results from the needs of a modern society. In addition to strategic documents, programs and legislation which binds the Slovak Republic to create conditions for lifelong education, including foreign language education, the authors are more closely preoccupied with specificities and possibilities of the language education of seniors, which are explained on a comparative basis with the language education of children and youth. Even though in literature one can find results of many substantial empirical research projects devoted to foreign language education of children and youth, research into the education of adults and seniors in the area of foreign languages falls behind considerably. A sufficient platform for the methodology of language education of adults and seniors in Slovakia has not been created either, if compared with the methodology of language education of younger age categories. This shortcoming is often quite noticeable in practice. The study attempts to pay adequate attention to the analysis of selected teaching styles specific for adult and senior age as well as teaching methods which may be used in the language education of seniors.Keywords senior, foreign language education, starting points, specificities, possibilities and institutional background of foreign language education of seniors, teaching styles of seniors, methodological approaches to foreign language education of seniors, language pedagogy; geragogics IntroductionRecently at various levels of social life there has been much discussion on the need or rather a capability of a human being to communicate through speaking and writing, not only in one´s mother tongue, but in a foreign one as well, potentially in several foreign languages. This usually applies to the persons in pre-productive and productive age who are either using a foreign language or will be using it especially in their jobs. Nowadays it is not an exception also for the individuals who have already finished their professional activity and set on a journey of active and productive old age. 1 Education of seniors not only has become a topic of the day, acquiring ever greater popularity, but also an important element, if not a means, of the building of knowledge-based society. Institutions, organisations as well as various subjects of the third sector have enlarged their offer of educational programs and courses devoted specifically to seniors. Out of all the offered educational programs, language and ICT courses have become relatively most preferred. Moreover, the educational practice has shown that not all the subjects offering language courses for seniors are adequately prepared as regards teaching staff (i.e. qualifications of foreign langu...

The present scientific study, mostly of theoretical and methodological nature, is intended to penetrate into the near past (and present) of geragogy as a discipline and analyze briefly the process of creating the constitution and methodology in the area of Europe (with emphasis on the Czech and Slovak and German provenance). Emphasis is also placed on theoretical and methodological basis of the current geragogy, covering the subject of investigation, content, objectives and tasks, science-systemic geragogy anchor being a methodological and methodical basis of senior education in various spheres of their individual and social life.

The intergenerational learning within various types of social environment and in relation to different target groups has long covered a wide range of uses. The professional literature mostly describes its benefits for children and young people, however, the intergenerational education also contributes to the development of personality and the saturation of the educational and psycho-social needs of both adults and seniors. The paper represents the authors' output of the VEGA research project No. 1/0176/15 and it is structured into three chapters. In the first chapter, the author deals with the opportunities of the foreign language education for (not only) disabled seniors. The second chapter focuses on the intergenerational programmes that can be used in the language education of (not only) disabled seniors who are clients of social residential facilities. In the third chapter, the author elaborates the psychological aspects of the foreign language education of seniors.Key words: (not only) disabled seniors; foreign language education; psychological aspects of foreign language education of seniors; intergenerational learning and programmes; social residential facilities. IntroductionThe theory and practice of foreign language education of children, young people and adults in the active age have experienced many qualitative and quantitative changes that are reflected in the content as well as in methodology of foreign language education. New technologies have been implemented into foreign language education and new methods have been modified for the new conditions. Their aim is to make the process of foreign language learning/education easier and more effective. The new methods that have been the issue of testing for years have now been introduced into practice. As we have already mentioned, most trends deal with the theory and methodology of education of young learners and people in the active age while retired people and seniors seemed to be left behind. In our strategic and conceptual studies, we pay attention to the foreign language

The submitted study has a theoretical character and its aim is to define the relationship between the social competences of pupils and their educationally problematic behaviour in and outside the school context. In the first chapter the authors defines and compares the concepts of competence, key competence and social competence. The second chapter is aimed at educational problems and disorders in the behaviour of pupils. And finally, in the third chapter, the authors offers possibilities of acquiring and developing social competences of pupils in order to prevent their unsuitable behaviour in and outside the school context.

The submitted study has a theoretical character, and it approaches the preparation for (active) aging and (active) old age from three perspectives - its forms, the process of its management, and the orientation of its contents. Several sources confirm that this preparation can have manifold forms, it can take place in many types of the environment in various subjects, and it can be related to all age groups. The submitted study exclusively focuses on the educational preparation for (active) aging and (active) old age. The author presents its contents according to the age of learners.