Explicit Instruction, Bilingualism, and the Older Adult Learner

Abstract

Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who were monolingual English or bilingual English/Spanish speakers learned basic Latin morphosyntax using a computer program with or without EI. Results showed no overall effects of EI, although bilinguals with EI had advantages when transferring skills. Bilinguals also outperformed monolinguals on interpretation regardless of instruction.This study expands the scope of SLA research to include older adults and bilinguals, when traditionally participants are young adult monolinguals. It bolsters nascent research on older adults by adopting a tried-and-true paradigm: interactions between variables. Older adults’ overall success at learning language counters negative stereotypes of aging and demonstrates that bilingual linguistic advantages are lifelong.

Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2012–2019

“…Cox () investigated learning in older age with 43 adults aged 60+ who were either monolingual or bilingual in the United States. Using a computer program to learn basic Latin morphosyntax, with and without explicit instruction (EI), the bilinguals with EI showed advantages of transferring skills.…”

“…In support of positive aging, delaying the onset of dementia is a priority for modern societies, and the neurobiological evidence provided in the majority of these studies should empower policy makers to fund programs to support language education, particularly for senior citizens. Research that confirms the benefits of language study by senior citizens (Cox, ) speaks to the importance of funding programs, not only for Pre‐K–post‐secondary learners but also throughout the full life spectrum. Similar benefits were reported in studies that were conducted in the EU and UK on citizens who were bi‐ or multilingual and whose positive or better‐than‐expected health (attributed in part to their robust cognitive state) extended well into their later years (e.g., Perequin et al, ).…”

“…All 10 studies used quantitative methods and were implemented across nine countries (e.g., Belgium, Canada, China, Luxembourg, Italy, Switzerland, Taiwan, United Kingdom, and the United States). The majority of the findings concluded lifelong bilingual linguistic advantages (e.g., Cox, 2017), such as higher cognitive reserve in advanced age (Bak, Nissan, Allerhand, & Deary, 2014), delays in the onset of dementia and cognitive delays (Del Maschio et al, 2018;Perani et al, 2017;Woumans, Santens et al, 2015), and building cognitive reserve to support older citizens' positive aging (Ihle, Oris, Fagot, & Kliegel, 2016;Perquin et al, 2015;Woumans, Santens et al, 2015).…”

Bilingual and monolingual adults learning an additional language: ERPs reveal differences in syntactic processing

“…Although quite a few studies suggest bilingual advantages for the functions listed above, others show no group differences (or show an advantage for monolinguals, Okita & Jun Hai, 2001), both for lexical learning (Antoniou et al, 2015; Gonzalez-Ardeo, 2000) and for preposition learning (Gibson, Hufeisen & Libben, 2001). Thus, clear conclusions are difficult to draw and more research is needed, especially with regard to the linguistic domain of grammar, which has been addressed by only three studies (Cox, 2017; Nation & McLaughlin, 1986; Nayak, Hansen, Krueger & McLaughlin, 1990). Moreover, weaknesses and gaps within these studies 1 , as well as heterogeneity across them, make the existing literature on grammar even more inconclusive.…”

A critical review of research relating to the learning, use and effects of additional and multiple languages in later life

“…attention switching) from which both older and younger learners can benefit (Bak, Long, Vega-Mendoza, & Sorace, 2016); such cognitive benefits have also been found in delayed post-tests after six months of intensive FL learning via computer-based language training software and computer games (Wong et al, 2019)although the opposite has also been reported (see e.g. Berggren et al, 2018;Ramos et al, 2017); (e) there are advantages in additional (instructed) language learning for late bilinguals compared to monolinguals regardless of type of instruction (Cox & Sanz, 2015;Cox, 2017);…”