Predictors of Successful Learning in Multilingual Older Adults Acquiring a Majority Language

Abstract

Understanding language learning in later life can elucidate how linguistic experiences and age-specific cognitive skills can be leveraged for language acquisition, providing insight into how lifelong experiences configure our learning capacity. In this study, we examined to what extent acquisition and maintenance of a non-native language (English) is scaffolded by cognitive skills and previous linguistic experiences in older adults; and to what extent these cognitive/linguistic factors predict older learners' success in acquiring novel functional language. We recruited 53 participants who were native speakers of Mandarin, Spanish, Tagalog, and Somali, had continued to learn English as adults, and were currently exposed to majority-English contexts. To identify contributors to participants' English skills, we administered a language history and self-reported proficiency interview, brief cognitive testing, and verbal fluency tasks in L1 and English. We found that digit span and orientation measures were cognitive predictors of English proficiency, while similarity of known languages to English, L1 skills, and English language exposure were linguistic predictors of English skills. To examine participants' ability to maintain language knowledge and to learn new functional English, we also conducted a preliminary longitudinal service-based study in a subset of 19 participants using our Specific-Purpose English Communication System for Seniors (SPECSS) curriculum. In this subset of SPECSS learners, we identified digit span and orientation, but not age, as cognitive predictors of short-term language maintenance. Further, better novel English learning as a result of our curriculum was observed in learners whose other known languages were less similar to English. Findings inform best practices in developing language curricula for older adults, and help generate new hypotheses on preparedness for language learning across the adult lifespan with a possible interaction between cognitive skills and transfer of knowledge from previous languages in multilingual older learners.

Effects of Second Language Learning on the Plastic Aging Brain: Functional Connectivity, Cognitive Decline, and Reorganization

“…Learning a new language, also late in life, is a big cognitive challenge (Blumenfeld et al, 2017). The present work supports the idea that the aging brain is a dynamic set of biological features that can plastically reorganize against pathological decline.…”

Current Research on the Impact of Foreign Language Learning Among Healthy Seniors on Their Cognitive Functions From a Positive Psychology Perspective—A Systematic Review

“…Furthermore, it must be highlighted that aging dramatically influences fluid intelligence (i.e., the ability to reason and solve things) but does not affect crystallized intelligence (i.e., the ability to use knowledge and experience) (Klimova, 2018). Findings by Blumenfeld et al (2017) indicate that older adults have better visual imagery and episodic memory than younger people.…”

Multilingualism in older age: A research agenda from the cognitive perspective

“…Although LBC can be relevant to learners of all ages, older adults are of particular interest because they are likely to be more self-motivated and autonomous learners than young adults (Cox, 2013). In fact, Blumenfeld, Quinzon, Alsol, and Riera (2017) found that the number of classes attended did not predict learning outcomes for older adults, suggesting that practice with language materials (provided by the researchers) was able to make up for missed class. At least one study to date reports the offerings and challenges coming from a language-learning center that attracted seniors (Murray, 2011), but not how LBC contributes to success for classroom learners.…”

“…Questionnaires should include items that target both quantity of independent study (that is, how much time the participant spends studying on a daily or weekly basis) as well as quality (what activities or strategies they take part in). Possible strategies to include on the questionnaire could be compiled from other work on strategies and older learners (Ramírez Gómez, 2016; Blumenfeld et al, 2017; Pawlak, Derenowski, & Mystkowska-Wiertelak, 2018; Piechurska-Kuciel & Szyszka, 2018). Further guidelines for LBC questionnaires can be found in Reinders and Benson (2017).…”