Exploring Language Learning as a Potential Tool against Cognitive Impairment in Late-Life Depression: Two Meta-Analyses and Suggestions for Future Research

Abstract

Late-life depression (LLD) affects about an eighth of community-dwelling seniors. LLD impacts well-being, with loneliness and small social networks being typical. It has also been linked to cognitive dysfunction and an increased risk of developing dementia. Safety and efficacy of pharmacological treatments for LLD have been debated, and cognitive dysfunction often persists even after remission. Various cognitive interventions have been proposed for LLD. Among these, one has received special attention: foreign language learning could serve as a social intervention that simultaneously targets brain structures affected in LLD. Lifelong bilingualism may significantly delay the onset of cognitive impairment symptoms by boosting cognitive reserve. Even late-life foreign language learning without lifelong bilingualism can train cognitive flexibility. It is then counterintuitive that the effects of language learning on LLD have never been examined. In order to create a theoretical basis for further interdisciplinary research, this paper presents a status quo of current work through two meta-analyses investigating cognitive functioning in LLD on the one hand and in senior bilinguals or seniors following a language course on the other hand. While LLD was consistently associated with cognitive dysfunction, inconsistent results were found for bilingualism and language learners. Possible reasons for this and suggestions for future research are subsequently discussed.

Lost in Translation: Experiences of the Japanese Senior Citizens in Learning the English Language

“…It also improves emotional well-being by increasing self-confidence and encouraging a positive attitude. Previous research similarly found out that learning English among the third-age learners brought socio-cognitive benefits to their lives (Pfenninger & Polz, 2018), promoted mental health (Brouwer et al, 2020;Nijmeijer et al, 2021;Grossmann et al, 2021), developed linguistic skills (Słowik-Krogulec, 2020), self-actualization (Lee, 2020;Klimova, 2020), general well-being and quality of life (Kramkowska et al, 2019;Pikhart & Klimova, 2020), and positive effects on the brain (Gabryś-Barker, 2020; Nilsson et al, 2021;Rivera et al, 2022).…”

“…The participants find it challenging to remember vocabulary and form grammatically accurate sentences as they age. Although Brouwer et al (2020) stated in their study that lifelong bilingualism can train cognitive flexibility, perhaps it would be an interesting subject of future investigation to study how to develop cognitive flexibility among third-age learners.…”

Experimental methods to study late-life language learning

“…This is underscored by studies that have shown language training to be most ( cognitively) effective for those older adults with lower baseline working memory ( Kliesch et al, 2022). Age-associated mood disorders are typically taken to comprise older adults with (a history of) depression ( Brouwer et al, 2020). While treatments are generally successful in reducing depressive symptoms, the often co-occurring cognitive impairment typically persists ( Bhalla et al, 2006).…”

“…The effects of language learning on subjective well-being have been largely ignored until now, even though language learning is an inherently social activity (Brouwer et al, 2020). Recent qualitative work has found gains in (linguistic) self-confidence and subjective well-being due to language learning Pfenninger & Polz, 2018;Valis et al, 2019).…”

“…The third age denotes a life stage that is typically free of work obligations but still largely devoid of age-associated illnesses ( Pot et al, 2019). But language learning may also be a meaningful activity for seniors with subjective or diagnosed cognitive problems or suffering from mood disorders or late-life depressive episodes ( Antoniou et al, 2013;Brouwer et al, 2020). As such, we will adopt the term late-life language learning as a more inclusive label throughout this chapter.…”