Wed. 10/27/10, Cognitive Factors as a Barrier to ELL Third Age Learning

I have found a range of responses from the eight teachers I interviewed about the specific differences in teaching older learners. From Suzi/Sandy: " I honestly find it difficult to differentiate between age groups. People in their 20s through 60s, I feel, all have similar issues...learning English to communicate in their new country, needing to find and keep a job. Perhaps asking the middle-aged to open up about their children and health issues...two things people much younger wouldn't be too concerned with...would be the only things that come to mind." From Myra/Miriam, "As a result of the interview, I am more aware of the 'challenges' facing the older English learners...A few students told me that their grandchildren make fun of their pronunciation of English. I now will address this problem more directly with a class discussion for suggested actions and remedies." And from Lisa/Laura, "Many of the students are having trouble understanding what is going on at work, are trying to find employment, are working on passing their citizenship tests, or want to communicate better with their children and grandchildren. They all say they need better comprehension and speaking skills, not reading skills. At their age, most of them have been speaking another language (normally Spanish in these classes) for well over 50 years, even if they have been in this country for a long time. All of a sudden they are unable to use Spanish as much as they have been, or find themselves unemployed and needing to go on interviews, or are constantly being corrected by thier children and grandchildren. Many of them havementioned being embarrassed at being corrected, or at not understanding what is going on in a social or family situation."

Ernesto is the only learner so far who has said that his overloaded memory slows him down sometimes. As 60 year old, Edeli, says, "We are ageless," reflecting the more prevalent attitude of today's baby boomer generation.

It seems that the facilitator's role of relating learning to real life (the Gonzalez's) as well as facilitation techniques such as offering prompt feedback (Monique and Edeli) are more important to learners in this study. Also mentioned by Jeanne and Guy/Gary, two of the library staff teachers, is the importance of the learning environment, i.e., providing a supportive, safe and less formal environment.