THE OLDER LANGUAGE LEARNER
CONCLUSIONS
ADULTS HAVE TO FEEL RELEVANT IN A CLASS
STRATEGIES HAVE TO BE APPLY ACCORDING WIT THE AGE AND BACKGROUND
INVOLVE ACTIVITIES IN WHICH ADULTS FEEL ACTIVE
SELF-CONFIDENCE IS REALLY IMPORTANT IN ORDER TO AVOID BARRIES IN LEARNING
MOTIVATION AVOID ANXIETY
HELPING OLDER ADULT SUCCEED
TIPS AND ACTIONS
RELEVANT MATERIAL MOTIVATION
OBJECTS, INSTRUMENTS AND ACTIVTIES TAHT MAKES OLDER LEARNERS BE ACTIVE
MUSIC
BALLS
CROSSWORDS
VIDEOS
LECTURES
ROLE PLAYS
MOTIVATION AND SELF-CONFIDENCE
GROUP WORK
FUNNY ACTIVITIES
FAMILY PARTICIPATION
ADULT LEARNING STRATEGIES
KEEP IT RELEVANT
LATCH ONTO LESSON THEY FEEL ARE RELEVANT
MAKE ASSIGNMENTS CONVENIENT
ASSIGNMENTS SHOULD BE CONVENIENT TO COMPLETE
REMEMBER STUDENTS BACKGROUND
EXPERIENCE IS IMPORTANT
Subtopic
ALWAYS OFFER FEEDBACK
FEEDBACKCAN MAKE THE LESSON MUCH MORE EFFECTIVE
ENCOURAGE EXPLORATION
MAKE THEM TO EXPLORE A TOPIC BY THEIR OWN
EMOSSIONS INTO LESSONS
PRESENT CONTENT THAT HAS EMOTIONAL CONNECTION IN ORDER TO GET THEIR ATTENTION
CLASSROOM PRACTICES
ADAPT CLASSROOM ENVIRONMENT
TO MAKE STUDENTS FEEL COMFORTABLE
APPLY METHODS THAT HELP OLDER
TO MAKE OLDER LEARNERS FEEL INTERESTED IN LEARNING
OLD LEARNERS PRACTICE NEW CONCEPTS
TO MAKE OLDER LEARNERS INCREASE THEIR VOCABULARY
MATERIALS THAT GET THEIR INTEREST
TO MAKE OLDER LEARNERS PRACTICE AND HAVE FUN
AGING AND LEARNING ABILITY
"THE YOUNGER THE BETTER"
NOT TRUE
ADULTS LEARN LANGUAGES MORE QUIKLY
KRASHEN, LONG AND SCARCELLA, 1979
WORKING ABILITY
COMMUNICATE A NEW LANGUAGE EASIER FOR ADULTS
OLDER LEARNER STEREOTYPES
TRACED TO TWO ROOTS
CLASSROOM PRACTICES
DISCRIMINATE
AGAINTS THE OLDER LEARNERS
ADVANTAGES
UNDERSTAND SEMANTIC RELATIONS
BETTER LANGUAGE LEARNERS
DEVELOP COGNITIVE SYSTEMS
ABLE TO MAKE HIGHER ORDER ASSOCIATION
INTEGRATE NEW LANGUAGE INPUT
RELY ON LONG-TERM MEMORY RATHER THAN SHORT TERM MEMORY FUNCTION
THEORY OF BRAIN
HOW IT MATURES
CEREBRAL PLASTICITY
AGE REALTED FACTORS IN LANGUAGE LEARNING
HEALTH IS AN IMPORTANT FACTOR IN ALL LEARNING
CHRONIC DISEASSES
HEARING LOSS
DECRESASES THE ABILITY OF LEARNING IN OLDER
VISSUAL LOSS