Maximising Language Learning of Seniors

Maximising Senior Language Learning

Kieran Donaghy

Montse 55 Retired bank worker

Dolors 57 Interior designer

Angels 67 Retired school teacher

Teresa 57 Civil Servant

Pere 48 Nurse

Lourdes 60 Cake shop owner

Objectives

How to maximise the language learning of seniors.

How to adapt courses and methodology to the needs of older learners.

Summary of the session

1. Benefits of studying for seniors.2. Some myths about older learners.3. Affective factors.4. Health factors.5. Cognitive factors.6. Compensations to learning environment

and methodology.7. Seniors and ICT.8. How a university language service has

adapted to the needs of older learners.

Benefits of studying for seniors

80% reported a positive impact

58% improved their enjoyment of life

56% improved their self-confidence

36% could cope better

Dench & Regan (2000)

“There is substantial evidence that seniors can and do learn new skills and develop proficiency with previously learned skill sets.”

Moseley & Dessinger (2007)

“It is possible ‘to teach an old dog new tricks’.”

Moseley & Dessinger (2007 )

“There is no reason to believe that older learners are not able to learn a new language.”

Weinstein-shr (1993)

“Motivation has been identified as the single most important factor in determining successful language acquisition in adults.”

Pulvermuller & Schumann (1994)

IPEC

Interest

Personalization

Entertainment

Challenge Handcock (2009)

Self-confidence is a key factor in second language acquisition.

“Many older learners fear failure more than younger learners.”

(Schleppegell, 1987)

The teacher has to reduce anxiety and build self-confidence in the senior learner.

Provide opportunities for students to work together, focusing on understanding rather than producing language in the early stages.

“If an older person cannot read because of failing eyesight, cannot hear what is said in class because of hearing loss, or cannot copy notes because he or she is arthritic, learning is going to be a frustrating, difficult experience.”

Hayslip and Kennelly (1985)

Hearing ability

Hearing Action Plan

1. The teacher should speak clearly ensuring that the students can see their face and lips.

2. Adjust volume for listenings and videos.

3. Repeat listening texts.

4. Minimise background noise.

Visual ability

Visual Action PlanVerdana Bold typeMinimum of 12-point for printed text24-36-point for projected visualsDo not use italics or ALL CAPS50 to 75 characters per line 5 to 7 words per line on screenUse Red and orange

Mobility

Mobility Action Plan

1.Comfortable chairs and tables.2.Allow more time for older

students to do whole class communicative activities.

3.Activities like running dictation and Total Physical Response activities may not be appropriate.

Cognitive factors

“Older brains are slower to process information, less able to block distractions and irrelevant information during recall tasks, and less agile when it comes to switching from task to task.”

Hayslip and Kennelly (1985)

“Older learners can benefit from memory and other types of cognitive training.”

Loweinstein (2005)

“Old brains can be trained to act like young ones.”

Begley (2006)

Richard Of York Gave Battle in Vain

1. Help seniors to exercise their minds usingmemory exercises, and mnemonic devices.

A: What happened?B: I broke my arm.A: How did it happen?B: I was playing football

and I fell over.A: Did it hurt?B: Yes, it did, at first.

But it’s better now.

A: What happened?B: I broke my arm.A: How did it happen?B: I was playing football

and I fell over.A: Did it hurt?B: Yes, it did, at first.

But it’s better now.

A: What happened?B: I broke my arm.A: How did it happen?B: I was playing football

and I fell over.A: Did it hurt?B: Yes, it did, at first.

But it’s better now.

A: What happened?B: I broke my arm.A: How did it happen?B: I was playing football

and I fell over.A: Did it hurt?B: Yes, it did, at first.

But it’s better now.

A: What happened?B: I broke my arm.A: How did it happen?B: I was playing football

and I fell over.A: Did it hurt?B: Yes, it did, at first.

But it’s better now.

S A V OSubject + Auxiliary + Verb + Object

I don’t like him.

Q U A S I QUestion + Auxiliary + Subject + Infinitive

Where do you live?

2. Adjust timing to compensate for cognitive loss.

More time to respond.Avoid timed tests.Avoid fast-paced presentations.Adjust timing when motor skills are involved.Make it clear when one task begins and another ends.

3. Supplement listening and text with images.

Repetition is key.

4. Use repetition and recycling.

Ebbinghaus Curve:

www.psych.purdue.edu/~ben/285su2001/notes/figures/5-forgettingcurve.htm

Overcoming the CurveImmediatel

y after class

24 hours later

1 week later (or sooner)

1 month later (or sooner)

Notice how less is forgotten after each review!!

Seniors should review what they have learned:

10 minutes after learning

1 day after learning

1 week after learning

1 month after learning

6 months after learning.

5. Start and finish a class with a positive activity and in between “sandwich” less popular but necessary activities.

6. Help students reduce external noise.

Comfortable tables and chairs, adjust lighting and sound, little background noise.

7. Encourage seniors to think analytically, reflectively and creatively.

8. Get students to use cognitive strategies.

Seniors and ICT

What do seniors think about ICT?

Seniors at UAB Idiomes

“I am still learning.”

Michelangelo

[email protected]

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