Adults learning additional languages in their later years

Abstract

This article will explore the experience—challenges, benefits, and satisfactions— that awaits older adults who embark on the adventure of learning additional languages, either as ‘true’ or ‘false’ beginners, or in some cases as resilient lifelong (foreign language) learners (to be distinguished from polyglots). Drawing on the increasing number of studies focusing on third-age language learning, the article will address the self-doubt afflicting many third-age language learners and the difficulties claimed to be imposed on them by the effects of an age-related decline in language-learning capacity. It will go on to discuss the benefits that are said to accrue for older learners of languages other than their first. Finally, it will address and exemplify from our own data the intense enjoyment which many older adults derive from language learning.

English proficiency of Japanese third-age learners: A Quantitative Inquiry

“…The results highlight the significance of consistent practice and commitment in language acquisition for this demographic, underscoring the need to provide plenty of opportunities for language practice and interaction in EFL classrooms [52] for them to engage freely and savor the joy of learning [16]. To promote language competency development, educators should prioritize developing immersive learning environments that promote active engagement with the language [30].…”

“…In Japan, where traditional values blend with modern aspirations, third-age learners' pursuit of English competence exhibits broader societal trends and personal desires for lifelong learning [6]. With Japan having one of the largest proportions of elderly persons in the world, there is an increasing awareness of the importance of promoting active aging and supporting ongoing educational alternatives for older people [15,16,7]. Against this backdrop, studying the relationship between demographic factors such as age [17,18], sex [19,20,21], educational background [22], exposure [23,24], and English proficiency levels among older Japanese adults can provide valuable insights into the efficacy of language learning programs and the factors that influence language acquisition outcomes in later life.…”

‘Somewhere Between Engineering and Humanities’: Discourses of Investment in Additional Language Learning Among Students of Higher Education in Finland

“…Although there are national-level calls for the development of the language reservoir of Finns (see Pyykkö, 2017) and educational renewals have lately been implemented, there should be more support for individuals' language learning efforts (see also Kiehelä & Veivo, 2020). Individuals are now subject to structural constraints, and they need to navigate amidst the tension between discourses of profit and pleasure (see also Singleton & Záborská, 2020) and amidst imagining the profit gained by investing in languages compared to investing in technology-focused subjects that seem to be more supported by the educational systems. The local community, especially parents, families, and friends, has a crucial role in encouraging initial efforts in language learning and in helping pupils and students keep up in their language studies despite their struggles.…”

Perks and perils of adult learners in Communication English learning at English language centers in Vietnam

“…After many years of being exposed to English in secondary and high schools, and even at tertiary level, many of them are still unable to perform a simple and short conversation in English (Pham, Than, & Truong, 2020) due to a set of complicated factors such as highly pressured performance conditions and limited listening ability (Heriansyah, 2012;Nguyen & Tran, 2015), low motivation and selfconfidence, and high anxiety (Juhana, 2012;Leong & Ahmadi, 2017), immature topical and linguistic input (Mazouzi, 2013;Hosni, 2014), counter-productive ELT materials and curricular, and inflexible teacher roles (Dao, 2017;Yaseen, 2018). Especially, adult learners may feel embarrassed about being students against for the feeling of being old and away from schools for many years (Singleton & Záborská, 2020).…”