People are increasingly reaching the so-called third age, a period when seniors search for a renewed purpose to life and spend time undertaking activities that they consider motivating, such as the learning of a foreign language. The study of language learning among aging populations has become a fast-growing area of research and this book is one of the first attempts to bring together what we know about this age group and their profiles as foreign language learners. Contributors to the volume discuss the issue from various psychological, neurological and pedagogical perspectives. Each of the chapters provides an updated theoretical background and offers some initial conclusions on the basis of original empirical studies carried out. Chapters challenge certain familiar preconceptions and assumptions about senior learners, offer the reader ideas for future research in this under-studied area and provide some practical advice for applying the proposals and solutions offered in real foreign language third-age classrooms.
Inhaltsverzeichnis
Danuta Gabryś-Barker: Introduction: The Background
Part 1. Foreign Language Learning in the Third Age
Part 2. Foreign Language Pedagogy in The Third Age
Danuta Gabryś-Barker: Concluding Comments and a Way Forward
Über den Autor
Danuta Gabryś-Barker is Professor of English at the University of Silesia, Katowice, Poland, where she lectures and supervises MA and Ph D theses in applied linguistics and psycholinguistics, with a particular focus on second language acquisition and multilingualism. She has published numerous articles and books including The Affective Dimension in Second Language Acquisition (co-edited with Joanna Bielska, 2013) and Morphosyntactic Issues in Second Language Acquisition (2008). She is the co-editor of the International Journal of Multilingualism (Taylor & Francis) and the co-founder and the co-editor of the journal Theory and Practice of Second Language Acquisition (University of Silesia Press).
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