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Pleines, Christine
(2024).
DOI: https://doi.org/10.29140/9781914291234
URL: https://castledown.online/reference/9781914291234/
Abstract
This chapter is addressing the need for a better understanding of how later life learners engage with language learning by presenting the perspectives of students enrolled in language modules at the Open University/UK. This is relevant in the light of the “deficit” perspective of older language learners that has dominated the literature in the past. The Open University attracts students from all age groups and offers a programme of supported distance learning which includes optional attendance at tutorials. The project presented here investigated tutorial attendance patterns of students on four large undergraduate modules (n=964) and explored attitudes to tutorials through semi-structured interviews with 13 learners aged 40 to 72. Findings show significantly higher engagement with tutorials in older age groups across all tutorial modes (face-to-face, online and recorded). Participants describe social and academic benefits of the activities and support provided in tutorials in the light of their own perceived weaknesses and strengths and emphasize their strong motivation for learning.
With increasing numbers of older learners taking up language study, it is vital that we take account of age-related changes in learning patterns to support these learners to achieve their learning goals. The findings from this study will feed into this discussion.
Plain Language Summary
This chapter discusses the needs of later life language learners and explores how older learners benefit from using a mix of different types of tutorial: in-person tutorials, live online tutorials and recordings of online tutorials. The chapter examines older learners' potential strengths and weaknesses and can help to inform learning design for later life language learners.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
