Older Adult FL Learning: Instructors’ Beliefs and Some Recommendations

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Danya Ramírez Gómez, Kobe City University of Foreign Studies

The literature on foreign language learning in older adults (60 years old and over) is limited. Instructors must rely on their own beliefs and experiences teaching younger adults to make decisions in the classroom. In this study, I looked at some of these beliefs and clarified them according to previous cognitive and psychological research. The objective was to identify teachers’ age-related stereotypes regarding older adults’ ability to learn a foreign language and to offer a more accurate picture of the strengths and weaknesses of older learners. Additionally, drawing on the observations of a methodological study in progress, I provide some concrete techniques to help instructors develop more confidence in the older adult classroom and ultimately offer more gratifying lessons.