To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230721T101520230721T1800Europe/Amsterdam[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learningHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Teaching foreign languages to Polish seniors. (Glotto-)stereotypes versus reality.
Oral Presentation[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learning10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
p.p1 {margin: 0.0px 0.0px 6.0px 0.0px; text-align: justify; font: 12.0px 'Times New Roman'; color: #000000; -webkit-text-stroke: #000000} span.s1 {font-kerning: none} The aim of the study was to investigate teachers' perspective on teaching older adults in the context of (glotto-)stereotypes about Polish seniors. 37 lecturers of foreign languages, divided into two groups (one with and one without teaching experience to seniors), were examined. The experiment consisted of two stages based on 2 different research tools: online surveys and focus group interviews. Both individual responses and opinions expressed during group interviews were analysed. The results have shown how vital the role of the teacher is in the third-age classroom and to what extend the teacher can influence the whole learning process. It might also be seen that experienced teachers are more aware of the psychological aspects of working with seniors (such as supporting them, giving positive feedback). Furthermore, throughout the whole learning process, teachers must act as both tutor and negotiator reacting/ responding to seniors' needs, limitations and behaviour - regarding both the relationship between students and the teacher and among the students in the classroom.
Older adults are still perceived in Poland as rather passive once they retire. Such image has been built on stereotypes about older people, who are still quite often seen as not willing to participate in any programmes offering various activities, which in turn leads to their social isolation. On the other hand, there is still some pressure on the elderly as younger generation expects them to help with bringing up their grandchildren or simply look after them when parents are at work. Nevertheless, many recent interdisciplinary research studies have shown that being active in the third-age might help in maintaining cognitive functions and leads to successful aging and overall wellbeing. The aim of our study was to investigate teachers' perspective on teaching older adults in the context of (glotto-)stereotypes about Polish seniors.37 lecturers of foreign languages, divided into two groups (one with and one without teaching experience to seniors), were examined.The teachers responded the questions about 1) aspect of health and their experiences in learning foreign languages 2) psychological aspect 3) the role of the teacher, 4) Aspect of methodology and didactics. The results have shown how vital the role of the teacher is in the third-age classroom and to what extend the teacher can influence the whole learning process. It might also be seen that experienced teachers are more aware of the psychological aspects of working with seniors. Furthermore, throughout the whole learning process, teachers must act as both tutor and negotiator reacting/ responding to seniors' needs, limitations and behaviour - regarding both the relationship between students and the teacher and among the students in the classroom. Noteworthy, Polish lecturers appeared surprisingly open to teaching older adults, although none of them (from the research group) had undergone education in this direction or received professional training in geragogy.. REFERENCES: Brouwer, J., van den Berg, F., Knooihuizen R., Loerts, H., & Keijzer, M. (2020). Exploring Language Learning as a Potential Tool against Cognitive Impairment in Late-Life Depression: Two meta-analysis and suggestions for future research. Behavioral Sciences, 10(9). Kliesch, M., Giroud, N., Pfenninger, S., and Meyer, M. (2017). Research on second language acquisition in old adulthood: What we have and what we need. Third Age Learners of Foreign Languages, ed D. Gabrys-Barker (Bristol: Multilingual Matters) Pot, A., Porkert, J., & Keijzer, M. (2019). The Bidirectional in Bilingual: Cognitive, Social and Linguistic Effects of and on Third-Age Language Learning. Behavioral Sciences, 9(9). Singleton, D., and Pfenninger, S. E. (2018). L2 acquisition in childhood, adulthood and old age. Misreported and under-researched dimension of the age factor. J. Second Language Stud. 1, 254–275. Słowik-Krogulec, A. (2021). Pre-service teachers' beliefs about teaching English to older adults: The case of motivation. Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft. Band 10DOI: 10.23817/bzspr.10-7 Villar, Feliciano , Celdrán, Montserrat , Pinazo, Sacramento and Triadó, Carme(2010) 'The Teacher's Perspective in Older Education: The Experience of Teaching in a University for Older People in Spain', Educational Gerontology, 36: 10, 951 - 967.
Presenters Sylwia Niewczas PhD Student, The John Paul II Catholic University Of Lublin Co-authors Magdalena Smoleń-Wawrzusiszyn Associate Professor, The John Paul II Catholic University Of Lublin
Age is an issue of mind over matter, if you don’t mind, it doesn’t matter.
Oral Presentation[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learning10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The United Nations forecasts that the elderly population in Europe will reach 37% of total population by 2050. (Ramírez-Gómez, 2016). Living longer brings about a range of cognitive, affective and social challenges. Technology cannot solve these problems but incorporating technology into foreign language education can empower older adults and make them more capable, resourceful and independent learners. Research around learning and ageing focusses mostly on cognitive and physical decline caused by mental and physical deterioration. Recent studies evidenced the cognitive benefits of learning a foreign language; this increased the appeal of such activity while ageing. Language learning can contribute to active and healthy ageing (Vseteckova, 2019) and language learning can be a powerful tool against old-age disorders such as Alzheimer's disease (Bak, 2016). Older adult learners are an under-represented group, particularly older adult language learners (OALLs). This research contributes to the literature on OALLs by providing empirical evidence that may be helpful in guiding pedagogy for OALLs in the future. Practitioners could gain insights from this presentation to investigate their own classes thus improving their scholarship capabilities.
Theoretical background: From a sociocultural perspective, learning arises from processes of meaning making in collaborative activity with other members of a given culture (Vygotsky, 1978). When SCT is applied to SLA, language learning is facilitated by social interaction. Illeris's (2003) 'three dimensions of learning' approach also stresses that the human being is a social creature and all learning must therefore come from the interaction with others in different kinds of scenarios. OALLs use of technology: Digital Language Learning (DLL) refers to digital technology-based or technology-enhanced language learning platforms or tools, or the practices of learning using such platforms or tools (Li and Lan, 2021). In an increasingly ageing, multilingual, and digitalised society, there is still a lack of research on older adults' adoption and use of technologies for supporting language learning (Puebla et al., 2022). Rewards of using technology for OALLs: DLL can offer numerous benefits to OALLs. The social dimension of learning acknowledges the benefits of personal interaction in a society; this interacts with the two other dimensions of learning: the cognitive dimension and the affective dimension. The cognitive dimension concerns 'what is learned', which lays a basic foundation for learners to perceive the world. The affective dimension comprises elements such as motivation, emotion and volition, which provides the necessary mental energy for learning. Conclusion: Maturational constraints operate in conjunction with a number of affective and social factors so the teaching of foreign languages should not be based on preconceptions about possible shortcomings in older adult learners. Technology can compensate for such deficits and contribute to both linguistic and non-linguistic outcomes for all learners. Bak, T.H. (2016) 'Cooking pasta in La Paz', Linguistic Approaches to Bilingualism, 6(5), pp. 699–717. doi:10.1075/lab.16002.bak. Illeris, K. (2003) Three Dimensions of Learning: Contemporary Learning Theory in the Tension Field Between the Cognitive, the Emotional and the Social. Krieger Publishing Company. Li, P. and Lan, Y.-J. (2021) 'Bilingualism: Language and Cognition Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain', Bilingualism: Language and Cognition, pp. 1–18. doi:10.1017/S1366728921000353. Puebla, C. et al. (2022) 'Mobile-assisted language learning in older adults: Chances and challenges', ReCALL, 34(2), pp. 169–184. doi:10.1017/S0958344021000276. Ramírez-Gómez, D. (2016) 'Critical geragogy and foreign language learning: An exploratory application', Educational Gerontology, 42(2), pp. 136–143. doi:10.1080/03601277.2015.1083388. Vseteckova, J. (2019) Ageing Well Public Talks. doi:https://doi.org/10.21954/ou.rd.c.4716437.v6. Vygotsky, L. (1978) 'Mind in scoiety: the development of higher psychological processes.' Harvard University Press.
Presenters Jodi Wainwright Post-Doc Research Fellow, The Open University
Older adults’ perceptions of a monolingual vs. a multilingual approach to language learning in beginner-level foreign language classes
Oral Presentation[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learning10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Research into instructed third-age language learning has shown that older adults are as capable as their younger counterparts to learn a new language (see, e.g., Gabryś-Barker, 2018; Ramírez Gómez, 2016). A logical next step is to establish the merits of specific approaches to teaching and learning. Moreover, given that cognitive abilities do not operate in a vacuum (Kliesch & Pfenninger, 2021), it is desirable to look beyond experimental outcome measures and take into account participants' views of their learning experience. In the field of second language (L2) learning and teaching, there is ongoing controversy about whether a monolingual context that makes exclusive use of the target L2 or a multilingual context that draws on all languages known to learners is most beneficial. Existing studies with younger participants which compared a monolingual with a multilingual approach found either superior performance by groups taught multilingually (Brown, 2021), or no differences between groups (Hopp & Thoma, 2021). No study to date has addressed the question of whether one or the other approach might be more advantageous for third-age learners while also adding learners' own views into the equation. We will report the perceptions of 10 older adults who are a sub-sample from a larger project which compares a monolingual with a multilingual approach to teaching beginners' Italian to L1 speakers of German and English (N = 46, age range 60-81) via a 10-week online course with the first author as their teacher. The participants were pre- and post-tested for L2 proficiency and metalinguistic awareness, completed a test of language learning aptitude and a questionnaire about their language learning beliefs. The sub-sample took part in think-aloud and stimulated-recall protocols aimed at eliciting their thought processes while resolving a small number of multiple-choice tasks. Subsequently, the participants were interviewed about their views and perceptions of the language course they experienced (either monolingual or multilingual), with a focus on perceived advantages and disadvantages as well as the strategies they drew on to handle the learning tasks. Data collection is currently underway. Analysis of the qualitative data arising form the interviews and verbal protocols will allow us to triangulate complementary evidence from participants' actual performance and their reflections on that performance. We expect this to yield novel insights into the benefits and drawbacks of the two approaches used in the study while at the same time doing justice to inter-individual differences. References: Brown, A. (2021). Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels. Language Teaching Research. DOI: 10.1177/1362168821990347 Gabryś-Barker, D. (Ed.). (2018). Third age learners of foreign languages. Multilingual Matters. Hopp, H., & Thoma, D. (2021). Effects of plurilingual teaching on grammatical development in early foreign‐language learning. Modern Language Journal, 105(2), 464-483. Kliesch, M., & Pfenninger, S. E. (2021). Cognitive and socioaffective predictors of L2 microdevelopment in late adulthood: A longitudinal intervention study. Modern Language Journal, 105(1), 237-266. Ramírez Gómez, D. (2016). Language teaching and the older adult: The significance of experience. Multilingual Matters.
Language learning strategies of multilingual learners aged over 50
Oral Presentation[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learning10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
This paper will present a follow-up of a large-scale survey study (n=271) of language learning strategies of multilingual learners reported in Dmitrenko (2016, 2017). The literature review included three research fields: strategy research within Second Language Acquisition, research on multilingualism and third language acquisition, and teaching methodologies fostering individual multilingualism. The data were collected by means of the strategy questionnaire Multilingual SILL based on the extended version of Oxford's (1990) taxonomy (Dmitrenko, 2016, 2019) and different versions of the questionnaire Strategy Inventory for Language Learning (SILL; Oxford, 1986, 1990). Among 258 multilingual participants, 68 were aged between 50 and 65. The preliminary analysis of their learning strategies seems to point at an increasing use of memory and social strategies, and at a decreasing use of compensation, metacognitive, and affective strategies between 50 and 65 years (cf. Mora et al., 2018; Ohly, 2007; Quarles, 1998).
This paper will present a follow-up of a large-scale survey study (n=271) of language learning strategies of multilingual learners reported in Dmitrenko (2016, 2017). The literature review included three research fields: strategy research within Second Language Acquisition, research on multilingualism and third language acquisition, and teaching methodologies fostering individual multilingualism. The data were collected by means of the strategy questionnaire Multilingual SILL based on the extended version of Oxford's (1990) taxonomy (Dmitrenko, 2016, 2019) and different versions of the questionnaire Strategy Inventory for Language Learning (SILL; Oxford, 1986, 1990). Among 258 multilingual participants, 68 were aged between 50 and 65. The preliminary analysis of their learning strategies seems to point at an increasing use of memory and social strategies, and at a decreasing use of compensation, metacognitive, and affective strategies between 50 and 65 years (cf. Mora et al., 2018; Ohly, 2007; Quarles, 1998).
References Dmitrenko, V. (2016). Language learning strategies for the development of plurilingual competence in European languages in adult learners. PhD thesis. Pamplona: Universidad de Navarra. Dmitrenko, V. (2017). Language learning strategies of multilingual adults learning additional languages, International Journal of Multilingualism, 14:1, 6-22, https://doi.org/10.1080/14790718.2017.1258978 Dmitrenko V. (2019). Extending Oxford's (1990) Taxonomy for Multilingual Learners. In E. Vetter & U. Jessner (Eds.), International Research on Multilingualism: Breaking with the Monolingual Perspective (pp. 187-214). Multilingual Education, vol 35. Springer. https://doi.org/10.1007/978-3-030-21380-0_11. Gabryś-Barker, D. (2017). Third Age Learners of Foreign Languages. Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781783099412 Mora, J. F., Quito, I. R., Macías, L. E., Fárez, M. I., & Quinde, M. E. (2018). A case study of learning strategies of older adults attending an English course / Un estudio de caso de estrategias de aprendizaje de adultos mayores que asisten a un curso de inglés. Maskana, 9(2), 1–8. https://doi.org/10.18537/mskn.09.02.01 Ohly, K. (2007). Older learners of German and their use of language learning strategies. In C. Gabrielatos, R. Slessor and J.W. Unger (Eds.), Paper from LAEL PG 2006: Volume 1 (pp. 86-102). Lancaster: Lancaster University. Oxford, R. (1986, November). Development and psychometric testing of the strategy inventory for language learning (SILL) (Technical report 728). Alexandria, Virginia: U.S. Army Research Institute for the Behavioral and Social Sciences. Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle and Heinle. Quarles, H. (1998). Learning strategies preferred by older individuals. PhD thesis. Bozeman, MT: Montana State University.
Cognitive and contextual factors modulating grammar learning at older ages
Oral Presentation[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learning10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Second language learning has been shown more difficult for older than younger adults, however the research trying to identify the sources of difficulty and possible modulating factors is scarce. Extrinsic (learning condition and complexity) and intrinsic factors (executive control and proactivity) have been related to L2-grammar learning in younger adults. In the present study, we aim to assess whether extrinsic and intrinsic factors are also modulating grammar learning in older adults. We compared the learning performance of younger and older adults (with high cognitive reserve) in a L2 learning task. 162 Spanish native-speakers (81 young) learnt Japañol (Japanese syntaxis and Spanish lexicon) in either an intentional (metalinguistic explanation) or an incidental (comprehension of sentences) context. The complexity of the sentences was also manipulated by introducing (or not) a subordinate clause. Individual differences in proactivity were measured with the AX-CPT task. After the learning phase, participants performed a Grammatical Judgment Task where they answered if the presented sentences were grammatically correct. No differences between older and younger adults were found. Overall, better results were found for the intentional-condition than for the incidental-condition. A significant interaction between learning context and the proactivity index in the AX-CPT task showed that more proactive participants were better when learning in the incidental-condition. These results suggest that both extrinsic and intrinsic factors are important during language learning and that they equally affect younger and older adults.
Speech sound learning in seniors: The effect of training on speech perception
Oral Presentation[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learning10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The view that old age is inevitably characterized by cognitive decline has been criticized both for its potential negative effects on public opinion and its uncertain empirical basis [3]. Recently, this negative view has been challenged by studies that have examined the general-cognitive and the specifically linguistic abilities of seniors [4]. Despite the growing number of seniors who enjoy their third age in relatively good physical and mental health [1], very little is known about the potentials and limitations of foreign language learning in seniors. To the best of our knowledge, no research exists on the speech learning ability of seniors, even though the ability to modify existing (over-)learned sound categories or even establish new sound categories is of great practical and theoretical interest. The practical interest in speech sound learning at any age relates, among many other things, to the ability to communicate effectively in a nonnative language. The theoretical interest is motivated by competing views on the role of biological age in nonnative speech learning. Current models of speech learning maintain that the same mechanisms which enable speech sound learning early in life are intact and accessible across the whole life span [2], but evidence supporting this claim comes almost exclusively from studies of young adult learners. We present a research project which focuses on the speech learning abilities of seniors (age 60 plus) to address the glaring lacuna in research on perceptual flexibility in old age. Our project consists of a series of studies which examine the effect of perceptual training on the perception and production of foreign language speech sounds. Specifically, we examine Danish seniors' ability to perceive and to produce nonnative contrasts that are difficult for native Danish speakers: The English /s/-/z/ contrast, the English vowel contrast as in hot-hut, the English labiodental-dental contrast as in fin-thin, and the four lexical tones of Mandarin Chinese. Both before and after perceptual training, the performance of the trained groups will be compared to the performance of control groups which don't receive training, and the seniors will be compared to young adult (experimental and control) groups. Our experiments will examine whether perceptual training transfers to speech production (without training), and they will examine the robustness of training through delayed post-tests. Results from our studies will provide the first detailed information on perceptual flexibility in old age. References: [1] Christensen, K. et al. (2013). Physical and cognitive functioning of people older than 90 years: a comparison of two Danish cohorts born 10 years apart. The Lancet, 382 (9903), 1507-1513. [2] Flege, J. E., & Bohn, O.-S. (2021). The revised speech learning model (SLM-r). Second language speech learning: Theoretical and empirical progress, 3-83. [3] Lloyd-Shelock, P., et al. (2012). Population ageing and health. The Lancet, 379 (9823), 1295-1296. [4] Ramscar, M. ewt al. (2014). The myth of cognitive decline: Non‐linear dynamics of lifelong learning. Topics in Cognitive Science, 6(1), 5-42.
Variation in (second) language use and development across retirement age (VARIAGE)
Oral Presentation[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learning10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The linguists collaborating in the VARIAGE project (2022-) investigate the language development of individual speakers across retirement. This includes the entire linguistic spectrum of the individuals' language use, i.e. not only dialects and standard languages but also additional languages such as English as a foreign language (EFL).
In line with Coupland (2009), we consider retirement as a socially determined and linguistically constructed concept that is shaped by changing cultural meanings and individuals' lived experiences. While effects of occupation on cognitive functioning and the association between retirement and mental/physical health are well-documented across the social and behavioral sciences (e.g. Adam et al. 2013; Bonsang et al. 2012; Meng et al. 2017; Mosca & Wright 2018; Roberts et al. 2011; Rohwedder & Willis 2010; Zacher & Schmitt 2016), there are no studies in SLA and sociolinguistics to date that have set out to analyze if and how this socially constructed threshold may impact individuals' language development and use (and vice versa). In order to identify dis/continuity patterns of the entire linguistic spectrum as well as cognitive functioning across retirement, we bring together a range of perspectives regarding (1) original research agendas and (2) innovative methodological approaches, notably from the fields of second language acquisition, psycho-, socio- and neurolinguistics. In this talk, we intend to critically discuss the method and procedure employed in the VARIAGE project.
The study is designed as an observational micro-development study including approx. 30 older L1 German learners of EFL in Switzerland, each of them observed in 30 consecutive waves before and after retirement over a period of 24 months, amounting to 900 data points per task. Participants are tested every three weeks on a range of L1 (Swiss German dialects and standard German), L2 (English), cognitive, socio-affective and electrophysiological parameters, with the aim of identifying pre- and post-retirement activities, critical life events, and emotional, cognitive, linguistic and motivational resources that mediate effects of retirement on language acquisition and use and help explain inter- and intra-individual speaker differences.
From a methodological perspective, this study sets out a new direction of longitudinal SLA and sociolinguistic research (group studies based on intensive data), which it approaches in an innovative way through the use of generalized additive mixed modeling (GAMM, Wood 2006) and timeseries cluster analysis (Peng et al. 2022), combined with qualitative content analyses. In this mixed-methods design, the primary (quantitative) method is used to identify (a) developmental language patterns shared by different individuals and (b) rapid L2 developmental phases and cut-off points (i.e. a potential bend in the age-L1/L2 performance function), while the secondary (qualitative) method is supposed to help identify stimuli for change and capture subjective dis/continuity.
Because the needs of speakers/learners vary, the outcomes from this study should be beneficial for modelling older adults planning and preparing for retirement, facilitate sensitivity to intervention analysis and help refine and tailor future language-based interventions for older individuals.
Presenters Simone Pfenninger Professor Of English Linguistics, University Of Zurich
The effects of language learning pedagogies on language proficiency, cognition and socio-affective measures
Oral Presentation[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learning10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
In this paper, we present a longitudinal study investigating different language teaching pedagogies in seniors and their effects on language proficiency, cognition and socio-affective measures. Third-age language learning is a rapidly developing field and many studies have been carried out to unveil the black-box that is language learning at an older age. Many gaps in knowledge, however, remain. Firstly, language proficiency itself has not been the primary object of investigation as most studies focus on language learning as a tool to prevent cognitive decline and a way to promote cognitive reserve. Yet at this point it is not clear if language learning can be used to build up cognitive reserve because studies find mixed results [e.g. 1;2;3;4]. Part of the reason for this, we believe, is because seniors' language learning needs remain unclear and as such cannot be incorporated into research designs targeting cognitive outcomes of language learning [5]. Our study looks at the effects of a 3-month English course for 16 Dutch seniors. Crucially, language learning needs are ascertained by offering two types of teaching: with or without explicit grammar instruction [6]. Including continuous measures of language proficiency, and relating this to motivation, socio-affective and cognitive outcomes, allows us to measure the process of development over time. The main purpose of this study is twofold: 1) it primarily assesses the optimal method to learn a new language post 65 years old; and 2) it assesses how different teaching methods relate to cognitive and social engagement benefits that may ensue from learning new language skills later in life. Our preliminary results show that, throughout the language course, participants' well-being significantly improved. Additionally, the implicitly taught group showed higher levels of motivation. Regarding cognition, the explicit condition showed advantages on some task, but only on the retention test. For other tasks, no differences between groups were found. These findings and their implications will be discussed in more detail in this contribution.
References [1]Bak, T. H., Long, M. R., Vega-Mendoza, M., & Sorace, A. (2016). Novelty, challenge, and practice: The impact of intensive language learning on attentional functions. PloS One, 11(4), e0153485. [2]Kliesch, M., Pfenninger, S. E., Wieling, M., Stark, E., & Meyer, M. (2021). Cognitive benefits of learning additional languages in old adulthood? insights from an intensive longitudinal intervention study. Applied Linguistics.[3]Pfenninger, S. E., & Polz, S. (2018). Foreign language learning in the third age: A pilot feasibility study on cognitive, socio-affective and linguistic drivers and benefits in relation to previous bilingualism of the learner. Journal of the European Second Language Association, 2(1), 1-13. [4]Ramos, S., García, Y. F., Antón, E., Casaponsa, A., & Dunabeitia, J. A. (2017). Does learning a language in the elderly enhance switching ability? Journal of Neurolinguistics, 43, 39-48.[5]Ramírez-Gómez, D. (2016). Critical geragogy and foreign language learning: An exploratory application. Educational Gerontology, 42(2), 136-143.[6]Andringa, S., & Rebuschat, P. (2015). New directions in the study of implicit and explicit learning. Studies in Second Language Acquisition, 37(2), 185.
Foreign language learning as a potential healthy aging tool to stimulate cognition and well-being in older adults: A randomized controlled study
Oral Presentation[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learning10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Although life expectancy in the Western world is increasing, aging healthily is not the default. In order to achieve more (cognitively) healthy years, measures can be taken later in life with the goal to stimulate cognitive functioning and well-being (Kelly et al., 2014; Vranic, 2017), thereby possibly delaying the onset of more severe cognitive decline. Foreign language learning has been suggested to have potential in this respect, not only because language learning is an inherently social activity, but also because brain functions that tend to decline with aging largely overlap with those engaged by language learning (Antoniou et al., 2013). Language learning has also been hypothesized to be unique from other cognitive stimulation activities, considering that regulating the activation of multiple languages in the brain constantly appeals to cognitive control (Bialystok et al., 2012). This study investigates if a 3-month language learning intervention can serve as an innovative healthy aging tool to promote cognitive functioning and well-being in healthy older adults (n = 15). To isolate the contribution of foreign language learning to cognition and well-being vis-à-vis other cognitively-stimulating activities, effects are compared to those that emerge in two additional groups of older adults participating in music training (active control condition, n = 13) or a lecture series (passive control condition, n = 15). Cognitive functioning and well-being are assessed at pre-intervention, post-intervention, and 4-month follow-up using a neuropsychological battery and a reaction time task, and questionnaires, respectively. At the time of submission, data collection is being finalized. Analysis of the cognitive and well-being data will reveal if language learning is proven (most) successful in enhancing cognitive functioning and/or well-being in older adults. These results can inform us whether late-life language learning could become a healthy aging tool to attenuate cognitive decline and even delay the onset of late-life memory disorders such as dementia.
Late-life language learning as a socially and cognitively stimulating leisure activity in healthy older adults and those with a history of depression
Oral Presentation[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learning10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Compared to a century ago, we live much longer lives. Living longer, however, is not necessarily synonymous with high quality of life. Many older-age specific illnesses pose a threat to healthy aging, one of which is late-life depression (LLD). Prevalence of this mood disorder is substantial, with a review reporting depression in up to 9.4% of community dwelling older adults (Djernes, 2006). While LLD understandably negatively impacts quality of life, it is also associated with worsened performance in nearly all cognitive functions. This often persists even after the remission of mood symptoms (Bhalla et al., 2006).
It has been suggested that foreign language learning trains the same cognitive processes that are affected in aging and LLD. Specifically, the newly learned language may interfere with the mother tongue, which requires cognitive flexibility to solve (Kroll et al., 2015). Additionally, learning in a classroom-based setting can lead to an increased sense of autonomy (Pfenninger & Polz, 2018), and the learning process itself may be a rewarding experience (Matsumoto, 2019); these factors may contribute to increased well-being.
The present study compares the effects of a foreign language learning course on cognition and well-being in older adults with and without a history of depression. Participants took part in a three-month language intervention between 2021 and 2022. The intervention consisted of online classes every other week, and 45 minutes of independent study per day for five days a week. Changes in cognitive functioning and well-being were measured immediately before and after the course using a variety of neuropsychological tests (e.g., WAIS subscales), questionnaires (e.g., Geriatric Depression Scale) and behavioral tasks (e.g., Color-Shape Switch task). Additionally, a retention test was done four months post-intervention. During the intervention, motivation, progress, and mood were measured weekly in a participant diary.
We expect improvements in cognitive functioning and well-being for both groups. However, we expect larger improvements in the older adults with a history of depression, since language learning could stimulate those areas of cognitive functioning and well-being that are negatively affected.
References Bhalla, R. K., Butters, M. A., Mulsant, B. H., Begley, A. E., Zmuda, M. D., Schoderbek, B., ... & Becker, J. T. (2006). Persistence of neuropsychologic deficits in the remitted state of late-life depression. The American journal of geriatric psychiatry, 14(5), 419-427. Djernes, J. K. (2006). Prevalence and predictors of depression in populations of elderly: a review. Acta Psychiatrica Scandinavica, 113(5), 372-387. Kroll, J. F., Dussias, P. E., Bice, K., & Perrotti, L. (2015). Bilingualism, Mind, and Brain. Annual Review of Linguistics. https://doi.org/10.1146/annurev-linguist-030514-124937 Matsumoto, D. (2019). Exploring third-age foreign language learning from the well-being perspective: Work in progress. Stud. Self-Access Learn. J, 10, 111-116. Pfenninger, S. E., & Polz, S. (2018). Foreign language learning in the third age: A pilot feasibility study on cognitive, socio-affective and linguistic drivers and benefits in relation to previous bilingualism of the learner. Journal of the European Second Language Association, 2(1), 1. https://doi.org/10.22599/jesla.36
(Language) learning as a tool to promote healthy aging: resting-state EEG and learning interventions in seniors
Poster Presentation[SYMP41] Language Learning Never Gets Old: Investigating the cognitive and psychosocial effects of third-age language learning10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Investigating ways of promoting healthy aging has never been more pressing than in our rapidly aging society. Language learning has been proposed as a particularly effective training, as the activated brain regions overlap with areas often affected by age-related cognitive decline (Antoniou et al. 2013; Antoniou, & Wright, 2017). Tentative findings in mostly small samples suggest that what has been labeled third-age language learning indeed has the potential to be an effective tool to promote healthy aging, as some studies report, among other factors, enhanced cognition (Meltzer et al., 2021; Pfenninger, & Polz, 2018; Bak et al., 2016), but these effects have not been robustly found (see Kliesch et al., 2021; Pfenninger, & Polz, 2018; Ramos et al., 2017; Ware et al., 2017; Berggren et al., 2018). Following mixed findings, Ware et al. (2017) and Valis et al. (2019) suggest that L2 learning could - in the absence of cognitive boosting effects - at least help maintain cognitive functions in seniors. Crucially, it needs to be pointed out that third-age language learning and the effects ensue form an emergent field that need replication in larger samples and more comparability (for a review see Pot et al., 2019; van der Ploeg et al., 2020), as well as more research in general. In our study we investigated the influence a language intervention (n=8; learning English in a non-Anglophone environment), compared to musical training (n=9; learning how to play the guitar) and an arts workshop (n = 4; as a social control group), on cognitive flexibility and neuroplasticity in elderly with subjective cognitive decline. We report behavioral findings, collected with the Digit Span task (WAIS-IV; Wechsler, 2008) and the modified Wisconsin Card Sorting task (mWCST; Nelson, 1976), and report resting-state EEG data that measure changes in cognition and neuroplasticity. Though resting-state EEG has been shown to be susceptible to training-related changes (Styliadis et al., 2015), language-induced changes in resting-state EEG have yet to be investigated in seniors. Our data suggest that different types of interventions have the potential to improve and/or maintain cognition at an older age to different degrees. In our (small) sample, language learning appears to be the most promising tool to induce neuronal changes. Furthermore, this study shows that resting-state EEG is an adequate tool to investigate these cognitive (language-induced) changes in elderly. Though the study is based on a relatively small sample size, these tendencies outline a niche in need of further investigation.
Antoniou, M., & Wright, S. (2017). Uncovering the mechanisms responsible for why language learning may promote healthy cognitive aging. Frontiers in Psychology, 8, 2217-2217. doi:10.3389/fpsyg.2017.02217 Antoniou, M., Wong, P., & Gunasekera, G. (2013). Foreign language training as cognitive therapy for age-related cognitive decline: A hypothesis for future research. Neuroscience and Biobehavioral Reviews, 37(10), 2689-2698. doi:10.1016/j.neubiorev.2013.09.004 Bak, T., Vega-Mendoza, M., & Sorace, A. (2014). Never too late? an advantage on tests of auditory attention extends to late bilinguals. Frontiers in Psychology, 5, 485-485. doi:10.3389/fpsyg.2014.00485 Berggren, R., Nilsson, J., Brehmer, Y., Schmiedek, F., & Lövdén, M. (2018). No evidence that foreign language learning in old age improves cognitive function: A randomized controlled study. Kliesch, M., Giroud, N., & Meyer, M. (2021). EEG resting-state and event-related potentials as markers of learning success in older adults following second language training: A pilot study. Brain Plasticity, 7(2), 143-162. Meltzer, J. A., Kates Rose, M., Le, A. Y., Spencer, K. A., Goldstein, L., Gubanova, A., ... & Bialystok, E. (2021). Improvement in executive function for older adults through smartphone apps: a randomized clinical trial comparing language learning and brain training. Aging, Neuropsychology, and Cognition, 1-22. Nelson H. E. (1976) A modified card sorting test sensitive to frontal lobe defects. Cortex 12(4), 313–324. Pfenninger, S., & Polz, S. (2018). Foreign language learning in the third age: A pilot feasibility study on cognitive, socio-affective and linguistic drivers and benefits in relation to previous bilingualism of the learner. Journal of the European Second Language Association, 2(1), 1-1. doi:10.22599/jesla.36 Pot, A., Porkert, J., & Keijzer, M. (2019). The bidirectional in bilingual: Cognitive, social and linguistic effects of and on third-age language learning. Behavioral Sciences (basel, Switzerland), 9(9). doi:10.3390/bs9090098 Ramos, S., Fernández García, Y., Antón, E., Casaponsa, A., & Duñabeitia, J. (2017). Does learning a language in the elderly enhance switching ability? Journal of Neurolinguistics, 43, 39-48. doi:10.1016/j.jneuroling.2016.09.001 Styliadis, C., Kartsidis, P., Paraskevopoulos, E., Ioannides, A. A., & Bamidis, P. D. (2015). Neuroplastic effects of combined computerized physical and cognitive training in elderly individuals at risk for dementia: an eLORETA controlled study on resting states. Neural plasticity. Valis, M., Slaninova, G., Prazak, P., Poulova, P., Kacetl, J., & Klimova, B. (2019). Impact of learning a foreign language on the enhancement of cognitive functions among healthy older population. Journal of Psycholinguistic Research, 48(6), 1311-1318. doi:10.1007/s10936-019-09659-6 van der Ploeg, M., Keijzer, M., & Lowie, W. (2020). Methodological concerns and their solutions in third-age language learning studies. Dutch Journal of Applied Linguistics, 9(1-2), 97-108. Ware, C., Damnee, S., Djabelkhir, L., Cristancho, V., Wu, Y., Benovici, J., . . . Rigaud, A. (2017). Maintaining cognitive functioning in healthy seniors with a technology-based foreign language program: A pilot feasibility study. Frontiers in Aging Neuroscience, 9, 42-42. doi:10.3389/fnagi.2017.00042 Wechsler, D. (2008). Wechsler Adult Intelligence Scale (4th ed.). San Antonio, TX: Pearson Assessment.
Sylwia Niewczas
Magdalena Smoleń-Wawrzusiszyn
Jodi Wainwright
Simone Pfenninger
Mara Van Der Ploeg
Floor Van Den Berg