Maintaining Cognitive Functioning in Healthy Seniors with a Technology-Based Foreign Language Program: A Pilot Feasibility Study

Abstract

Researchers have hypothesized that learning a foreign language could be beneficial for seniors, as language learning requires the use of extensive neural networks. We developed and qualitatively evaluated an English training program for older French adults; our principal objective was to determine whether a program integrating technology is feasible for this population. We conducted a 4-month pilot study (16, 2-h sessions) with 14 French participants, (nine women, five men, average age 75). Questionnaires were administered pre- and post-intervention to measure cognitive level and subjective feelings of loneliness or social isolation; however, these scores did not improve significantly. Post-intervention, semi-directive interviews were carried out with participants, and a content/theme analysis was performed. Five main themes were identified from the interviews: Associations with school, attitudes toward English, motivation for learning English, attitudes toward the program’s organization, and social ties. The program was found to be feasible for this age group, yet perceived as quite difficult for participants who lacked experience with English. Nonetheless, most participants found the program to be stimulating and enjoyable. We discuss different suggestions for future programs and future directions for foreign-language learning as a therapeutic and cognitive intervention.

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

“…Pfenninger and Polz (2018) found that personal motivation, self-study effort, learning progress and social aspects appeared to be co-dependent at least for some participants; it thus makes sense to include (psychometric) tests that probe the learners' environment, history and personality. A similar picture emerged in Ware et al (2017), who conducted a four-month pilot study (16 two-hour sessions) with 14 French participants: five beginners, five intermediate, and four advanced learners of L2 English. Three measuressemi-structured qualitative interviews, the Montreal Cognitive Assessment (MoCA) test and the University of California Loneliness Assessment (UCLA) scalewere administered before and after a technology-based intervention to measure cognitive level and feelings of loneliness or isolation.…”

Language Learning in the Third Age

“…Van der Hoeven and de Bot (2012) claim that older adults can relearn apparently forgotten lexemes just as well as younger ones, while according to Bahrick (1984) an individual may retain, at least as a dormant feature, most second-language knowledge for decades, even without using it. In Ware et al (2017)'s study, however, even those informants who had previously learned the target language (henceforth TL) sometimes found it hard to memorise new vocabulary, which may be rather demotivating. On the other hand, facing a complex task such as learning a novel language could be mentally stimulating for elderly people.…”

“…Potentially fruitful interventions in cognitive as well as social stimulation can be based on FL teaching (Ware et al, 2017) since the development of linguistic skills can enhance resistance to cognitive impairment. Conversely, the presence of dementia or other neurodegenerative conditions has been found to greatly affect linguistic proficiency (Forbes-McKay and Venneri, 2005), thus going to show how language is inextricably intertwined with different aspects of brain functioning.…”

“…In particular, with global communication rapidly expanding, foreign language learning (henceforth FLL) has become a crucial skill without which an individual is cut out of most human activities. Besides, it has been shown that the elderly can benefit from complex cognitive engagements requiring the activation of extensive neural networks (Ware et al, 2017), especially in relation to ever-spreading agerelated neurodegenerative ailments, such as the Alzheimer's syndrome and other types of dementia. Given that no pharmacological treatment has yet been found that could stop, or better prevent, or at least delay, the development of such diseases (Gauthier et al, 2012;Selkoe, 2012), it becomes crucial to put forward alternative solutions (Hughes, 2010;Dresler et al, 2013;Law et al, 2014).…”

Facilitating Intercultural Communicative Competence of Adult Learners in the Context of Higher Education Internationalisation

“…The interest to the topic of language learning in the third age dates back to the 1970s (Kalfus, 1977), but first studies were not focused on the individual differences in older adults' ability to acquire a new language. Further case studies, surveys and interviews (Swain & Lapkin, 2011;Lenet et al, 2011;Ware et al, 2017) compared young adults with older adults. The advantages of studying foreign languages in older adults from the point of view of 'cognitive reserve', as well as language learning strategies to attain both general language proficiency and literacy skills were researched by European and American authors (Antoniou et al, 2013;Bialystok et al, 2016).…”