Jana Kubrická is a teacher and researcher at the Language Centre of Masaryk University, Brno. She has been teaching numerous ESP courses in which she focuses on syllabus design and creative ways of engaging the professional identity of learners. She is also a CLIL teacher trainer, teacher of language courses for older adults and an explorer of the underlying factors in language teaching and learning, such as learner beliefs and identities.  Email: kubricka@sci.muni.cz

 

Introduction

My aim in this article is to describe a group of older learners of English I have been lucky to teach over the last two years. In particular, I look into their motivation and language learning beliefs.

It is widely acknowledged that motivation in foreign language learning cannot be described as a straightforward, linear process with simple correlations between factors (Dörnyei, 2009). Yet, I believe it is worthwhile for a teacher to probe into what makes their learners get up in the morning and get ready for a language class, especially if there are no more tests to be taken or promotions in international companies to aspire to.

Apart from motivation, I discuss my students’ language learning beliefs. Learner beliefs have been recognised as something we need to count with when explaining learning outcomes (Wenden, 1999). They might be deeply embedded in our learners’ minds and affect their choice of or resistance to certain learning strategies. To illustrate, a belief that language is best acquired through controlled practice in the classroom can discourage someone from experimenting with more autonomous language learning strategies. As teachers, we should try to understand these beliefs to be able to plan appropriate instruction (Horwitz, 1999). All the more so if we are working with a relatively unknown quantity, which older learners often are.

Motivation and learner beliefs seem to be a rather neglected area of foreign language teaching research in the given target group, as opposed to, for example, the frequently discussed age factor in language development (Singleton, 2001; Bialystok, 1997). Hopefully, this article will cast some light on the issue and inspire further research on foreign language learning in older adults, who deserve more attention from teachers and researchers, not only because of current demographic trends.

 

Learner profiles

The learners in question are Czech older adults who have been attending classes of English especially designed for this target group. The group is unique for a number of reasons: first, because of their considerable previous experience with learning (not only) languages and, secondly, because of specific age-related needs, such as issues with eyesight and hearing and proclaimed cognitive issues, for example impaired short-term memory.

Age is not the only unifying factor in my group. Actually, the age span is quite substantial—the learners are between 66 and 85. Probably more importantly, these people share a keen interest in an active lifestyle—together they founded and continue to run an organisation called JsemSen (the name is a play on words in Czech; it can be read as “I am a dream” or an abbreviation of “I am a senior”). The club provides a range of activities aimed to enhance the quality of lives of older adults, such as various exercise and educational programmes. As all club members are in retirement, they regularly take advantage of activities that allow them to stay fit, learn, socialise and, last but not least, have fun.

Our students identify as either “eternal false beginners” or pre-intermediate learners. Therefore, we offer courses on two different levels: (false) elementary and pre-intermediate, each consisting of ten one-hour long sessions. It might be interesting to note that most of our learners have a rich history of foreign language learning—they all claim to have studied one or two foreign languages at different times in their lives with various levels of success.

In terms of their social background, the vast majority could be viewed as urban middle-class, i.e., people with an income sufficient to cover not only essential needs but also recreational activities such as travel. Most had what could be classified as a profession before they retired: they worked, for example, as accountants, clerks, or teachers. Over the few years of their club’s existence, they have developed close relationships with the instructors of the courses and with one another—they spend time together outside the regular lessons in cafés or pubs and have even organised a summer camp for the members.

 

Data collection

As an instructor of the English course for older adults, I regularly ask my students for feedback—both informally, orally after each lesson, and in an online form after each run of a course to give the learners a chance to express their opinions freely and anonymously.

The data I draw on in this article have been collected by means of an online form: all students received a link to a questionnaire focusing on their motivation, satisfaction with the content of the course, and beliefs about foreign language learning. Ten out of the total 21 students responded.

Furthermore, I conducted semi-structured interviews with two of the students, who volunteered to meet me and reflect on the foreign language learning experience. The interviews allowed me to elaborate on some of the responses from the questionnaire and gain a more thorough understanding of the motivation and beliefs of my students. One of the interview respondents was a false beginner and the other an intermediate student.

To make sure the respondents were able to express their thoughts freely and fully, the language used in both the questionnaire and the interviews was their native Czech. The quotes in the text are the author’s translations.

 

Learner motivation

Concerning motivation, one of the most common responses had to do with memory. Our students do not view language learning solely as an activity they took on to improve their language skills. Rather, learning a language is a part of their overall strategy to remain mentally fit. They claim that what motivates them to continue in their foreign language learning is memory training.

Some of the learners also see their current foreign language learning endeavours as an opportunity to catch up on what they (for various reasons) failed to do when they were younger. To add some context, this generation of Czech people was partly robbed of their opportunities to travel and study abroad as they spent their youth under the communist regime behind the Iron Curtain. Therefore, some of them feel they were unfairly denied these experiences and would like to compensate for them now when they have more time on their hands. As one of the students put it: “Languages have always been high on my list of interests but I either did not have a chance to study them back then at school or life got in the way. I might be an old dog now, but I can still try!”

Foreign language learning in the case of older adults also has to do with self-image. As my respondent said, “I am learning new things because I don’t want to be seen and treated like an old grandma.” For these learners, English is a tool to show they can “be cool and understand what the kids say these days.” Mostly, they say they want to learn specific vocabulary that will help them keep up with the trends of today, such as technology terms and functional language related to travelling. “Usability” is a mantra pertaining to most of the responses.

The social aspect of learning is, of course, not unique for older adult groups. However, it seems to stand out among the responses I received from my target group. They mention that “it is great to be a part of this community, where people help and support each other” and that “I mainly come to the classes because we have so much fun together”. Over those few years they have been members of the club, they have become a close-knit group, sharing memories and past and present sorrows and joys. Learning English sometimes seems to be just an excuse to be in good company and do something useful. As one of the respondents said: “It is a highlight of my week and I am happy to attend as long as the atmosphere is positive and I am learning something.” It is also the simple fact of a weekly routine that helps these older adults keep attending the course: “If I revise the vocabulary the day before and dress up for the lesson, I feel good about myself.”

Another finding that emerged from the interviews was that these learners appreciate the opportunity to express their wishes, concerns and preferences about the content and methods used in the course: “I am glad you keep asking us about what we liked or disliked in lessons, it gives me a feeling I have a say and can influence how things are done.” Thus it seems that one of the factors motivating these learners to keep coming to the classes is mutual respect and the teacher’s willingness to listen patiently to what they have to say and take their wishes and comments into consideration.

 

Learners’ beliefs about language learning

As far as beliefs are concerned, several issues related to syllabus design and effectivity of learning were raised. First, I asked what makes a good English course for older adults. Not surprisingly, my students claim it is crucial that they learn new things. By that, however, they mean not only new vocabulary, but also more general topics related to languages, including various fun facts about languages, etymology of words or dialects, or the culture of English-speaking countries. This is illustrated in the following response: “I loved the lesson where we talked about cooking and different dishes—I have saved the recipe you gave us and I might try it out one day!”

Elderly learners are also experienced learners and have often already mastered certain techniques of self-directed, autonomous learning. When asked about what they think makes for effective foreign language learning, many said that they used apps on their phones to revise vocabulary and practice grammar. They also appreciate learning songs in English both in and outside the classroom. In their cases, they not only study, translate and learn the lyrics of the songs, they even perform the songs in the classes, singing and playing musical instruments. “It’s great when we play and sing the songs together; it feels more like a party than a language class!” Another respondent said that she “loved when we connected the lyrics, the music and dancing”. She believes it is a very enjoyable and effective way to learn.

Finally, in my questionnaires and interviews, I touched upon the question of progress and how important it is to them. The learners seem to reject the notion that age prevents people from learning languages. As one of the learners summarised it: “If you make it a priority, work hard, revise and practise frequently, you can definitely get better.” Nevertheless, though my learners clearly believe they can make progress, it is not necessarily what they aim for. Rather than improve, they wish to maintain their current level or learn very specific phrases they see as relevant to their lives: “I just want to learn the language I encounter in my life, it is not my goal to become fluent or anything.”

 

Conclusion

What kind of message does the above send to teachers involved in teaching older adults? First, teachers might like to learn to let go and share some of the control over their classes with the students. After all, these students might be very experienced life-long learners and we should listen to what they have to say.

Teachers might also need to reshape their thinking about learning goals and progress. The responses I received indicate that the ultimate goal of foreign language lessons for this group of learners lies not in measurable outcomes or test results. Rather, these learners focus on the joy of learning and the social life they can enjoy thanks to these classes. For them, learning a foreign language is part of the broader ecology of their lives and should be seen as such. It is the teacher’s job to make sure they thrive and grow in the classes not only in terms of language learning but also in terms of general well-being.

Perhaps the most important finding has been that my elderly learners of English reject ageist beliefs, such as that it is impossible to learn a foreign language at an advanced age. This belief is crucial as ageist stereotypes, when internalised by learners, are believed to lead to physical, emotional, and cognitive declines (Oxford 2018). On the contrary, high levels of motivation for learning have been linked with general well-being (Ware et al. 2011). And that is perhaps what all foreign language teachers should strive for when teaching older adults—a more holistic approach which fosters understanding, a positive climate, and special attention to the needs and desires of the learners.

 

References

Bialystok, E. (1997). The structure of age: In search of barriers to second language acquisition. Second Language Research, 13, 116-137.

Dörnyei, Z. (2009). The Psychology of Second Language Acquisition. Oxford University Press.

Horwitz, E. K. (1999). Cultural and situational influences on foreign language learners´ beliefs about language learning: a review of BALLI studies. System, (27), 557-576. Accessed from https://www.sciencedirect.com/science/article/pii/S0346251X99000500

Oxford, R. (2018). A developmental perspective on third-age learning. In: Gabrys-Barker, D. (Ed.), Third age learners of foreign languages, 3-18. Bristol: Multilingual Matters.

Singleton, D. (2001). Age and second language acquisition. Annual Review of Applied Linguistics, 21, 77-89. Accessed from https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/article/age-and-second-language-acquisition/68458301487CC6847597E659C3C20290

Ware, C., Damnee, S., Djabelkhir, L., Cristancho, V., Wu, Y.-H., et al. (2017). Maintaining cognitive functioning in healthy seniors with a technology-based foreign language program: A pilot feasibility study. Frontiers in Aging Neuroscience, 9 (42), 1-10. Accessed from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5331045/

Wenden, A. (1999). Metacognitive knowledge and language learning. Applied Linguistics, 19 (4), 515-537.

 

Please check the Pilgrims f2f courses at Pilgrims website.

Please check the Pilgrims online courses at Pilgrims website.