Previous literature has suggested that lifelong bilingualism and active use of multiple languages contributes to cognitive reserve and can even delay the onset of dementia (Alladi et al., 2013). Recent studies have also suggested that language learning experiences can benefit older adults as well (Pfenninger & Polz, 2018; Pot et al., 2019; Wong et al., 2019). However, it is not yet clear whether third-age language learning is more effective or enjoyable in mixed-age or homogenous classes. We approach this question by analyzing two studies examining language learning as a form of cognitive exercise. We are looking at more and less intensive classes (2 hours across 10 weeks, 6 hours across 4 weeks) comprised of students of mixed ages in conjunction with presenting data from focus groups with teachers and learners and an online survey derived from the focus group results. Our results suggest that mixed-age classes are well tolerated by both students and teachers, although they do pose higher demands on teachers to adjust their teaching style appropriately.
Alladi, S., Bak, T. H., Duggirala, V., Surampudi, B., Shailaja, M., Shukla, A. K., ... & Kaul, S. (2013). Bilingualism delays age at onset of dementia, independent of education and immigration status. Neurology, 81(22), 1938-1944. 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). 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), 98. Wong, P. C., Ou, J., Pang, C. W., Zhang, L., Tse, C. S., Lam, L. C., & Antoniou, M. (2019). Language training leads to global cognitive improvement in older adults: A preliminary study. Journal of Speech, Language, and Hearing Research, 62(7), 2411-2424.
