Approaches to teaching foreign languages to older adults

The goal of language education, in line with the Common European Framework of Refe­rence for Languages (2001), is not to achieve balanced proficiency in individual langua­ges but to develop a linguistic repertoire in which all language skills have their place. An individual’s entire knowledge and experience with languages contribute to their com­municative competence. Since older adults typically have numerous and diverse expe­riences, it is crucial to actively integrate them into foreign language teaching. However, existing research on the use of pluralistic approaches in language education primarily focuses on primary and secondary education.

Knowledge of familiar languages and skills within them, as well as acquired stra­tegies for language learning, can significantly enhance the effectiveness of additional language instruction. At the same time, when planning and conducting foreign language courses it is essential to consider the learning characteristics, educational needs, and barriers faced by older adults, as these, along with appropriately chosen methods and materials, form the framework for developing an educational programme tailored to this target group. The article explores contemporary approaches to foreign language teaching from the perspective of challenges and opportunities for the target group of older adults and proposes guidelines for teaching foreign languages to older adults.