Relevant bibliographies by topics / Older language learners

Academic literature on the topic 'Older language learners'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Older language learners"

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de Courcy, Michèle. "Four adults’ approaches to the learning of Chinese." Australian Review of Applied Linguistics 20, no. 2 (January 1, 1997): 67–93. http://dx.doi.org/10.1075/aral.20.2.05dec.

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The aim of this paper is to present the results of research conducted with four adult learners of Chinese, in order to throw some light on the process of learning Chinese as a second language. The term “process” is used here to refer to operations used by learners to find and/or construct meaning within the context of a particular second language classroom. “Strategy” refers to a single operation which is a feature of the process of meaning construction. Data were collected over a two year period using individual and group interviews, think aloud protocols, classroom observation and learner diaries. The students showed a number of different approaches to learning, not all of which could be classified as “good language learner” strategies. Findings relating to literacy are presented, as well as more general learner strategies. Research implications are that there is still much to be learned about what goes on in immersion classrooms, especially as regards older learners and languages with ideographic scripts.
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Singleton, David, and Dorota Záborská. "Adults learning additional languages in their later years." Journal of Multilingual Theories and Practices 1, no. 1 (October 15, 2020): 112–24. http://dx.doi.org/10.1558/jmtp.15361.

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This article will explore the experience—challenges, benefits, and satisfactions— that awaits older adults who embark on the adventure of learning additional languages, either as ‘true’ or ‘false’ beginners, or in some cases as resilient lifelong (foreign language) learners (to be distinguished from polyglots). Drawing on the increasing number of studies focusing on third-age language learning, the article will address the self-doubt afflicting many third-age language learners and the difficulties claimed to be imposed on them by the effects of an age-related decline in language-learning capacity. It will go on to discuss the benefits that are said to accrue for older learners of languages other than their first. Finally, it will address and exemplify from our own data the intense enjoyment which many older adults derive from language learning.
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Kacetl, Jaroslav, and Blanka Klímová. "Third-Age Learners and Approaches to Language Teaching." Education Sciences 11, no. 7 (June 22, 2021): 310. http://dx.doi.org/10.3390/educsci11070310.

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Foreign language learning in the third age is one of the popular activities among the elderly. The question remains as to how to teach a foreign language to older adults properly. The first objective of this review was to identify suitable pedagogical approaches, teaching methods, or strategies for teaching foreign languages to third-age learners. The second objective was to determine whether foreign language learning later in life is beneficial. The authors used a method of literature review to achieve these goals. The former objective was not fully achieved as there is no clear outcome, although some generalizations based on other review studies can be made. Namely, foreign language teaching among the older generation should be student-centred and a communicative method should be implemented with a special focus on talking about familiar topics and listening comprehension to facilitate a senior’s foreign language learning. In addition, the teaching methods ought to incorporate real life experiences and provide relevant content. Respect should also be paid to the fact that older adults have intrinsic rather than extrinsic motivation to learn a foreign language. The latter objective was attained since older people can benefit from learning a foreign language at a later age in many ways, including areas like travelling, social inclusiveness, improvement of cognitive skills, and overall well-being.
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Cox, Jessica G. "EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER." Studies in Second Language Acquisition 39, no. 1 (December 1, 2015): 29–58. http://dx.doi.org/10.1017/s0272263115000364.

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Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who were monolingual English or bilingual English/Spanish speakers learned basic Latin morphosyntax using a computer program with or without EI. Results showed no overall effects of EI, although bilinguals with EI had advantages when transferring skills. Bilinguals also outperformed monolinguals on interpretation regardless of instruction.This study expands the scope of SLA research to include older adults and bilinguals, when traditionally participants are young adult monolinguals. It bolsters nascent research on older adults by adopting a tried-and-true paradigm: interactions between variables. Older adults’ overall success at learning language counters negative stereotypes of aging and demonstrates that bilingual linguistic advantages are lifelong.
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Benattabou, Driss, Bendaoud Nadif, and Abdelouahed Bouih. "On the Significance of the Age Factor in Language Attainment: A Synthesis and Novel Evidence from Morocco." International Journal of Linguistics and Translation Studies 3, no. 2 (July 30, 2022): 86–101. http://dx.doi.org/10.36892/ijlts.v3i2.247.

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The aim of the following study is to explore the interrelatedness between second/foreign language attainment and the learner’s age. The interest in this study grew for two fundamental reasons. First of all, although there have been many investigations dealing with the link between the learners’ age and their second/foreign language attainment, the findings from the research continue to be inconsistent and inconclusive (Pfenninger & Polz, 2018; Kroll & De Groot, 2009). Additionally, the equivocal nature of the findings is related in part, to the failure of most of these studies to examine this relationship under adequately controlled conditions (Nikolov & Djigunović, 2006). This paper attempts to undertake the central question at multiple levels of analysis among Moroccan learners of different age groups being subject to the same teaching and learning conditions. More interesting perhaps is that although much research has been undertaken to explore the significance of the age factor in language learning, this topic is still an uncharted area of research in the Moroccan educational context, and very little is known about it. Our concern here is to disclose the interrelatedness between the learners’ age and their success or failure in language attainment. Drawing on data comparing young and older learners’ attainment levels in English as a foreign language, the results prove very convincingly that young language learners tend to surpass their older classmates, though not significantly at different levels of analysis, but more substantially at one particular level pertaining to the language skill of reading. Another more central objective of this paper is to draw the attention of language teachers and educationalists in general to the importance of the young-adult difference in language learning and to delineate some of the pedagogical implications for the teaching and learning of languages in Moroccan elementary schools.
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Hu, Ruyun. "The Age Factor in Second Language Learning." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 2164. http://dx.doi.org/10.17507/tpls.0611.13.

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In recent years; age has being considered as the major factor in determining language learners’ successful foreign language acquisition; which is correlated to the assumption stated by Critical Period Hypothesis and Neurological Hypothesis. Most importantly; these assumptions might be concluded that that language learner can acquire foreign language better than adults do at their early age. Additionally; there is still a widespread belief held by many scholars; stating that young children are better at second language acquisition (SLA) than the later starters; such as the adolescents or adults. Therefore; whether young learners learn second language better than the older will be discussed in this article.
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Ahsanah, Finaty. "Gender and Age Differences in the Use of Language Learning Strategies by Junior and Senior High School Students." JET (Journal of English Teaching) 6, no. 1 (February 22, 2020): 50–59. http://dx.doi.org/10.33541/jet.v6i1.1405.

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In learning English as a foreign language, language learning strategies (LLS) is undoubtedly important. Therefore, most of language learners need to employ LLS in learning language effectively. However, LLS have a uniqueness that is each learner may employ LLS differently and it usually depends on some factors. The factors which usually affect LLS preferences among others are motivation, socioeconomic status, parental support, age, gender, etc. This current study tries to explore this phenomenon by administering Strategy Inventory for Language Learning (SILL) to 118 participants, consisted of 66 junior high school students and 52 senior high school students in Paciran, East Java. It is used for measuring the strategies that is used by the language learners in learning English. Interview is also administered as the supporting data to gain the missing information which cannot be obtained from the SILL. The results indicated that there was no significant difference between male and female students in LLS preferences whereas there was a statistically significant difference between younger and older learners in employing LLS; the young learners tended to use LLS more frequent than the older. Therefore, it can be strongly assumed that the age factor is more important than the gender factor in terms of the LLS preferences. Since, this current study showed that both male and female language learners tend to employ LLS in the same frequency level.
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Ronowicz, Edmund A. "Factors influencing the initial stages of foreign language phoneme acquisition." Australian Review of Applied Linguistics 11, no. 1 (January 1, 1988): 83–104. http://dx.doi.org/10.1075/aral.11.1.08ron.

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Abstract The paper presents an analysis of the initial stages of foreign language phoneme acquisition and a report from two years of empirical research designed to verify the validity of some of its findings. The most interesting results seem to have been obtained so far in the study of those linguistic and non-linguistic factors which are related to the learner’s age: they indicate that interference from native phonemes the learners have stored in their memory may not necessarily be the only, or the most important, factor responsible for older learners’ problems with learning foreign phonemes during the initial stages.
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Słowik, Agata. "Listening in Older Second Language Learners: The Teachers’ Perspective." Journal of Education Culture and Society 8, no. 1 (July 10, 2017): 148–63. http://dx.doi.org/10.15503/jecs20171.148.163.

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There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research.
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Słowik, Agata. "Teaching listening to older second language learners: Classroom implications." Journal of Education Culture and Society 8, no. 2 (September 25, 2017): 143–55. http://dx.doi.org/10.15503/jecs20172.143.155.

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Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.
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Dissertations / Theses on the topic "Older language learners"

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Stoneberg, Carla K. "An ethnography of older adult second language learners' expectations for success." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001178.

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A recent phenomenon widely noted among international volunteer agencies and church mission boards is an increase in the number of older adults offering service in foreign countries. To be effective, these people often need to learn a new language. However, much evidence has shown that older adults have a more difficult time than their younger adult counterparts in acquiring a second language.The case studies in this ethnography describe the language learning experiences of 26 adult students of Spanish during their first trimester at a language school in Central America. Most were planning some type of missionary service in Latin American countries after graduation. There were nine younger learners (20-39 years of age), eight middle-aged learners (40-49) years), and nine older learners (50-65 years). The research centered on these students' language learning self-image and expectations for success. The purpose was to learn more about what happens to adults, especially older learners, as they attempt to acquire a second language in a school located in a naturalistic setting and where classes are comprised of learners of mixed ages. Factors relevant to success and failure were investigated in the hope that language acquisition could be facilitated for these people.The researcher functioned as a participant-observer, taking a full load of classes and also conducting bi-weekly tape-recorded private interviews with the other 25 learners. Other data were obtained from language-learning journals and from observations of the students in their classrooms, community activities, and local homes. The teachers also shared what they had observed over the years about the characteristics of successful adult learners. A mail questionnaire was completed by 47 alumni of the school.The findings illuminated problems some learners have in balancing needs for immersion into the new culture and fellowship with same-culture classmates, finding good conversation partners in the community, obtaining useful types and amounts of error correction from native speakers, learning to shed ethnocentrism, and coping with differences between learning and teaching styles in the classroom. Specific suggestions are offered for adults wishing to obtain the most from their language school investment.
Department of English
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Onat-Stelma, Zeynep. "Moving from teaching older learners to young learners : cases of English language teachers in Turkey." Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/11273/.

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This thesis explores the experiences of four English language teachers in Turkey who moved from teaching in either high schools or language schools to teaching English to young learners. The study follows these teachers in their first year of teaching in primary school, describes the changes they went through in their approach to teaching English, and identifies the influences on these changes. The background to this research was an educational reform which introduced English into the primary curriculum. After this reform, there was a shortage of English teachers at the primary level. A common solution was to recruit English teachers from other levels of the educational system. Three of the participating teachers taught in high school before they moved to teach English in the primary school. One of the participating teachers taught English to adults in a language school before moving to the primary level. The data for the study was generated through systematic interviews with the teachers, as well as regular observations of their classes, over the course of the school year. The interpretation of the data was informed by the existing literature on teaching English to young learners and the literature on teacher change. At the end of the school year, all of the teachers said they would like to continue teaching English in the primary school. In adjusting to teaching children, the teachers mainly focused on developing class management strategies. The teachers did not, however, focus on maximising opportunities for learning the target language. The main influences on the teachers' change were in-service training, textbooks, as well as interaction with and support from colleagues. The research contributes to the debate of how to best facilitate the introduction of English into primary schools, and calls for further research into teacher development in the context of such curricular reforms.
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Shannon, Maureen Graves Heather Brodie. "Senior learners motivations and composition strategies for teaching students 55+ /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804936.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Heather Graves (chair), Janice Neuleib, Ronald Strickland. Includes bibliographical references (leaves 129-136) and abstract. Also available in print.
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Yip, Ka-man, and 葉嘉雯. "Images of English: old people as second-language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26853413.

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Weng, Jing-Kai, and 翁靖凱. "THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND MOTIVATION OF OLDER ADULT LANGUAGE LEARNERS IN NORTHERN TAIWAN." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/27438724220781711438.

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碩士
銘傳大學
應用英語學系碩士在職專班
103
This study aimed at discovering the learning strategies used by older adult English learners by examining the relationships between learners’ motivation of second language acquisition and language learning strategies. The correlations with other factors were also investigated. The subjects were older adult English learners enrolling in Evergreen learning institute in Northern Taiwan. A 58-item questionnaire was administered for data collection. The SPSS software was used for data analysis. The overall learning strategy use was reportedly in the medium level. Among various types of strategies, metacognitive strategies were most favored by older adult English learners. Social strategies were the least favored. In terms of the connection between motivation and language learning strategies, integrative orientation and overall motivation were highly and positively correlated with learning strategies. However, according to the data, age was negatively correlated with instrumental orientation and overall motivation. There was no significant correlation between LLSs and age. There was no significant difference found in motivation among older adult learners of different age groups. For factors correlating with learning motivation, only Enjoyment in English learning and Extracurricular Learning were found to have significant correlation.
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Books on the topic "Older language learners"

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Woodward, Frances. Phonics Resources for Older Learners. Troubador Publishing Limited, 2015.

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Woodward, Frances. Phonics Stories for Older Learners. Troubador Publishing Limited, 2015.

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Third Age Learners of Foreign Languages. Multilingual Matters, 2017.

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Gabryś-Barker, Danuta. Third Age Learners of Foreign Languages. Multilingual Matters, 2017.

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Gabryś-Barker, Danuta. Third Age Learners of Foreign Languages. Multilingual Matters, 2017.

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Gabryś-Barker, Danuta. Third Age Learners of Foreign Languages. Multilingual Matters, 2017.

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Understanding life in Australia: ESL for older learners : a resource for teachers. Melbourne [Australia]: Language Australia, 1998.

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Glixon, Jonathan E. The Porous Grate. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190259129.003.0006.

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There were several reasons why the nunneries found it necessary to hire male music teachers. While in most cases new nuns learned plainchant from the older members of the choir, in certain situations outside expertise was required. Novices also required training in singing their portions of the rituals of clothing and profession, a role often carried out by secular professionals. The nunneries also housed young women resident students, whose studies, in addition to languages and comportment, sometimes included vocal or instrumental music. Teachers for these various purposes included G. B. Volpe, Giovanni Rovetta, Bartolomeo Barbarino, and Francesco Cavalli. All of these activities involved potentially dangerous interactions between the nuns and unrelated men, so the civil and ecclesiastical authorities attempted to maintain close control, if necessary arresting and trying men, including the organist Giovanni Pichi, who violated procedures.
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Book chapters on the topic "Older language learners"

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Murray, Garold. "Older Language Learners, Social Learning Spaces and Community." In Beyond the Language Classroom, 132–45. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306790_11.

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Cordella, Marisa. "4. Taking a Stance: Older Native Speakers with Young Language Learners." In Rethinking Second Language Learning, edited by Marisa Cordella and Hui Huang, 51–65. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783095414-009.

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Ramírez-Gómez, Danya. "Developing a Foreign Language Geragogy: Teaching Innovations for Older Learners." In Innovation in Language Teaching and Learning, 161–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12567-7_9.

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Young-Scholten, Martha. "Great Expectations in Phonology? Second Language Acquisition Research and Its Relation to the Teaching of Older and Younger Learners." In Educational Linguistics, 207–29. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6362-3_11.

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"Younger and older learners." In A Course in Language Teaching Trainee Book, 130–33. Cambridge University Press, 1999. http://dx.doi.org/10.1017/cbo9780511732928.022.

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"3. Experience, Foreign Language Learning and the Third Age: The Case of Japanese Older Learners of Spanish." In Language Teaching and the Older Adult, 57–88. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096305-005.

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Peeters, Ward. "Peer interaction and scaffolded support on social media: Exercising learner autonomy." In Supporting Learners and Educators in Developing Language Learner Autonomy, 118–52. Candlin & Mynard ePublishing, 2020. http://dx.doi.org/10.47908/8/5.

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As more practitioners use social media as a part of their teaching, this chapter will be of interest as it investigates both social media and Web 2.0, from the point of view of how scaffolding can be used successfully in these new environments. Peeters points out that in recent years the field of Computer Assisted Language Learning (CALL) has increasingly explored and assessed the possibilities and constraints social media and Web 2.0 hold for language education, resulting in an intricate collection of research projects, applications and recommendations (cf. Peeters & Pretorius, 2020; Reinhardt, 2019, Zourou, 2019). Next to the enquiry into the affordances of these technologies, the growing adoption of Web 2.0 in language learning has also reignited a much older debate: how to conceptualise and interpret scaffolding as a pedagogical technique (Little et al., 2003). Generally speaking, scaffolding refers to any kind of support that teachers, learning advisors or peers can provide for learners to help them progress in their learning. While the concept of scaffolded support in education has been around for several decades (Wood et al., 1976), the ways in which scaffolding takes shape in dynamic and discursive learning spaces, such as the ones on social media, deserve further scrutiny (Sato & Ballinger, 2016). Moreover, the impact of scaffolded support on the development of learner autonomy in these online contexts and what roles learners and teachers play in this process are insufficiently explored (Cappellini, Lewis, & Rivens Mompean, 2017; Manca & Ranieri, 2016).
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Gámez, Perla B. "High Quality Language Environments Promote Reading Development in Young Children and Older Learners." In Handbook of Reading Research, Volume V, 365–83. Routledge, 2020. http://dx.doi.org/10.4324/9781315676302-19.

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Matsumoto, Kazuko. "Japanese in the world." In Language Communities in Japan, 15–30. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198856610.003.0002.

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The genesis and trajectories of Japanese diaspora communities around the world reflect the history of international population movement, cultural and educational orientation, and the language situations of those communities. The diversity of Japanese communities ranges from the older sites of migrant labour diaspora in North and South America and the Pacific—with the disappearance of their historic nihon machi in Southeast Asia—to the shrinkage of colonial Japanese speech communities in the northwest Pacific. It ranges from the modern lifestyle communities of permanent and long-term residents in European cities like Düsseldorf and Paris, to the social fluidities of kikokushijo and reverse-migration of Nikkei. These communities—historic and contemporary—encompass numerous themes in the study of the sociology of the language and sociolinguistics: lingua francas, diglossia, bilingualism, code-switching, heritage language education, borrowing, mixed varieties, ethnolects, and koineization. The global increase in Japanese language education suggests new transnational communities of heritage and foreign language learners.
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Easterbrooks, Susan R. "The Role of Asking and Answering Questions in Language Acquisition." In Language Learning in Children Who Are Deaf and Hard of Hearing, 207–45. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197524886.003.0007.

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This chapter challenges teachers to change their focus from eliciting answers from children to helping them learn how to ask questions themselves. Some children who are deaf or hard of hearing, including those in higher grades, struggle with the idea of asking a question. How does one answer a question if one does not know how to ask one? This chapter examines the purposes for asking questions, why questions are difficult to learn, which questions to teach first, and how question asking and answering should be taught. It also explores how detrimental poor questioning skills are for older deaf or hard-of-hearing learners, provides tools for enhancing question asking in conversation, and discusses conversational repair strategies. The chapter ends with a list of takeaways" for teachers as well as questions for caseload application.
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Conference papers on the topic "Older language learners"

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Polskaya, Svetlana. "OLDER LEARNERS VS. YOUNGER LEARNERS: WHO IS BETTER AT FOREIGN LANGUAGE VOCABULARY ACQUISITION?" In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2171.

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Chen, Chin-Hui. "Teacher-Student Communication in Taiwan Senior Education Contexts: A Focus on Older Learners’ Views." In The Asian Conference on Language 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2435-7030.2021.1.

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Claro, Neuza, Paulo A. Salgado, and T.-P. Azevedo Perdicoulis. "Subtractive Mountain Clustering Algorithm Applied to a Chatbot to Assist Elderly People in Medication Intake." In 2nd International Conference on Machine Learning Techniques and NLP (MLNLP 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111420.

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Errors in medication intake among elderly people are very common. One of the main causes for this is their loss of ability to retain information. The high amount of medicine intake required by the advanced age is another limiting factor. Thence, the design of an interactive aid system, preferably using natural language, to help the older population with medication is in demand. A chatbot based on a subtractive cluster algorithm, included in unsupervised learned models, is the chosen solution since the processing of natural languages is a necessary step in view to construct a chatbot able to answer questions that older people may pose upon themselves concerning a particular drug. In this work, the subtractive mountain clustering algorithm has been adapted to the problem of natural languages processing. This algorithm version allows for the association of a set of words into clusters. After finding the centre of every cluster — the most relevant word, all the others are aggregated according to a defined metric adapted to the language processing realm. All the relevant stored information is processed, as well as the questions, by the algorithm. The correct processing of the text enables the chatbot to produce answers that relate to the posed queries. To validate the method, we use the package insert of a drug as the available information and formulate associated questions.
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Myers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.

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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking parents. Young children absorb language like sponges repeating their teacher and if their French is inaccurate, learning the mistakes. What is however of more crucial importance is not to replicate language programs delivery from which learners emerge without sufficient mastery to make themselves understood because of inaccurately learnt language forms. Therefore, we have to uncover remedies to properly guide all learners, through strategies and techniques for their individual management of the language they are trying to acquire-learn. We want to ensure an economy of time in teaching programs with efficient contact times. Revisiting language programme approaches to uncover what was advocated for error correction, we looked at actional attention (Ellis, 1992), work on noticing (Fotos, 1993), markedness (Larsen-Freeman, 2018), interference (Abdullah & Jackson, 1998) interlanguage theory (Selinker, 1972), the monitor model (Krashen, 1982) and recent types of approaches, namely notional functional, communicative, and action-oriented. As well, we gleaned insights from a review of the literature on strategies and techniques including Raab, (1982) on spectator hypothesis with feedback to the whole class; through peer correction by Cheveneth, Chun and Luppesku (1983); with other innovative techniques suggested by Edge (1983); techniques advocated by Vigil and Oller (1976) for oral correction; and correction across modalities (Rixon, 1993). We will report on a qualitative study (Creswell & Poth, 2018) based on an analysis of instructor’s notes regarding the observed effect on some of the strategies that were tried and across different student groups. In this study, notes on how the instructor devised ways of drawing attention and using metacognition to obtain the best results are examined. In addition, ways involving the affective domain, through emotions and also using innovative ways through disruptions etc. were tried to see if they provided a further impact. Students reported that they appreciated the corrective feedback the way it was dispensed. However results show a variety of concerns, namely the problem with deeply fossilized errors, some students’ being over confident about their language ability, and either a deep concern for making errors that is paralyzing or a belief that over time correction will take place in interlanguage development without making any effort. Due to page limitations, in this paper we will essentially present overarching aspects."
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Reports on the topic "Older language learners"

1

Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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