Foreign Language Learning in Older Age from the Perspective of Positive Psychology

Xiaoying  Huang

doi:10.54691/pjdc6h74

Authors

Xiaoying Huang

DOI:

https://doi.org/10.54691/pjdc6h74

Keywords:

Positive Psychology; Foreign Language Learning; Older Adults; Healthy Aging.

Abstract

This paper gives an overview of the interplay between Positive Psychology (PP) and foreign language learning (FLL) in older age, aiming to provide a framework for understanding how the two fields can inform and enhance each other. It begins by introducing the connection among FLL, Positive Psychology, and healthy aging, highlighting the potential benefits of language acquisition for seniors’ (non-)cognitive maintainment, emotion, and social well-being. The paper then reviews the theoretical developments of Positive Psychology in the context of FLL, emphasizing theoretical development such as PERMA and EMPHATICS. Domestic and foreign research on FLL in older adults is reviewd with the discussion on its strengths and deficiencies. The role of foreign language learning as a positive psychological intervention (PPI) for older adults is also discussed, proposing future research directions. Hopefully, this paper could provide potential implications for promoting lifelong learning, mental health, and well-being in older populations.

Downloads

Download data is not yet available.

References

[1] Abutalebi, J., Guidi, L., Borsa, V., Canini, M., Della Rosa, P. A., Parris, B. A., & Weekes, B. S. (2015). Bilingualism provides a neural reserve for aging populations. Neuropsychologia, 69, 201–210. https://doi.org/10.1016/j.neuropsychologia.2015.01.040

[2] Alladi, S., Bak, T. H., Shailaja, M., Gollahalli, D., Rajan, A., Surampudi, B., Hornberger, M., Duggirala, V., Chaudhuri, J. R., & Kaul, S. (2017). Bilingualism delays the onset of behavioral but not aphasic forms of frontotemporal dementia. Neuropsychologia, 99, 207–212. https://doi.org/ 10.1016/j. neuropsychologia.2017.03.021

[3] Antoniou, M., & Wright, S. M. (2017). Uncovering the Mechanisms Responsible for Why Language Learning May Promote Healthy Cognitive Aging. Frontiers in Psychology, 8. https:// doi.org/10.3389/fpsyg.2017.02217

[4] Aydın, S., & Tekin, I. (2023). Positive psychology and language learning: A systematic scoping review. Review of Education, 11(3). https://doi.org/10.1002/rev3.3420

[5] Bak, T. H., Long, M. R., Vega-Mendoza, M., & Sorace, A. (2016). Novelty, Challenge, and Practice: The Impact of Intensive Language Learning on Attentional Functions. PLOS ONE, 11(4), e0153485. https://doi.org/10.1371/journal.pone.0153485

[6] Bak, T. H., Nissan, J. J., Allerhand, M. M., & Deary, I. J. (2014). Does bilingualism influence cognitive aging? Annals of Neurology, 75(6), 959–963. https://doi.org/10.1002/ana.24158

[7] Belnap, R. K., Bown, J., Dewey, D. P., Belnap, L. P., & Steffen, P. R. (2016). 12 Project Perseverance: Helping Students Become Self-Regulating Learners. Positive Psychology in SLA, 282–302. https://doi.org/10.21832/9781783095360-013

[8] Bender, A., & Beller, S. (2013). Cognition is . . . Fundamentally Cultural. Behavioral Sciences, 3(1), 42–54. https://doi.org/10.3390/bs3010042

[9] Brown, H. D. (2014). Principles of language learning and teaching: A course in second language acquisition (6th ed.). Pearson Education ESL.

[10] Butler, Y. G. (2019). Linking noncognitive factors back to second language learning: New theoretical directions. System, 86, 102127. https://doi.org/10.1016/j.system.2019.102127

[11] Calkins, S. D., & Bell, M. A. (2010). Introduction: Putting the domains of development into perspective. In S. D. Calkins & M. A. Bell (Eds.), Child development at the intersection of emotion and cognition (pp. 3–13). American Psychological Association. https://doi.org/10.1037/12059-001

[12] Chaffee, K. E., Noels, K. A., & McEown, M. S. (2014). Learning from authoritarian teachers: Controlling the situation or controlling yourself can sustain motivation. Studies in Second Language Learning and Teaching, 4(2), 355–387. https://doi.org/10.14746/ssllt.2014.4.2.9

[13] Chen, X., Padilla, A. M., & Vallerand, R. J. (2019). The Facilitative Role of Two Types of Passion in Second Language Learning. PsycEXTRA Dataset. https://doi.org/10.1037/e509752019-001

[14] Choi, I., & Cho, S. R. (2021). A Case Study of Active Aging through Lifelong Learning: Psychosocial Interpretation of Older Adult Participation in Evening Schools in Korea. International Journal of Environmental Research and Public Health, 18(17), 9232. https://doi.org/ 10.3390/ ijerph18179232

[15] Chou, K. L., & Chi, I. (2002). Successful Aging among the Young-Old, Old-Old, and Oldest-Old Chinese. The International Journal of Aging and Human Development, 54(1), 1–14. https://doi.org/ 10.2190/9k7t-6kxm-c0c6-3d64

[16] de Bruin, A., Treccani, B., & Della Sala, S. (2015). Cognitive Advantage in Bilingualism. Psychological Science, 26(1), 99–107. https://doi.org/10.1177/0956797614557866

[17] Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5

[18] Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02128

[19] Escuder-Mollon, P., Esteller-Curto, R., Ochoa, L., & Bardus, M. (2014, May). Impact on Senior Learners’ Quality of Life through Lifelong Learning. Procedia - Social and Behavioral Sciences, 131, 510–516. https://doi.org/10.1016/j.sbspro.2014.04.157

[20] Gabryś-Barker, D., & Gałajda, D. (Eds.). (2016). Positive Psychology Perspectives on Foreign Language Learning and Teaching. Springer. https://doi.org/10.1007/978-3-319-32954-3

[21] Garfein, A. J., & Herzog, A. R. (1995). Robust Aging among the Young-Old, Old-Old, and Oldest-Old. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 50B(2), S77–S87. https://doi.org/10.1093/geronb/50b.2.s77

[22] Gregersen, T. (2016). The positive broadening power of a focus on well-being in the language classroom. In Gabryś-Barker, D., & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 59–73). Springer.

[23] Jafari, Z., Esmaili, M., Toufan, R., & Aghamollaei, M. (2015). Bilingual proficiency and cognitive reserve in Persian–English bilingual older adults. Aging Clinical and Experimental Research, 27(3), 351–357. https://doi.org/10.1007/s40520-014-0288-x

[24] Jin, Y. X., & Zhang, L. J. (2018). The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism, 1–15. https://doi.org/10.1080/13670050.2018.1526253

[25] Jin, Y. X., & Zhang, L. J. (2019). A Comparative Study of Two Scales for Foreign Language Classroom Enjoyment. Perceptual and Motor Skills, 126(5), 1024–1041. https://doi.org/ 10.1177/ 0031512519864471

[26] Keyes, C. L., Fredrickson, B. L., & Park, N. (2012). Positive psychology and quality of life. In K. C. Land, A. C. Michalos, & M. J. Sirgy (Eds.), Handbook of social indicators and quality-of-life research (pp. 99–112). Springer.

[27] Klimova, B., & Pikhart, M. (2020). Current Research on the Impact of Foreign Language Learning Among Healthy Seniors on Their Cognitive Functions From a Positive Psychology Perspective—A Systematic Review. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00765

[28] Klimova, B., Pikhart, M., Cierniak-Emerych, A., Dziuba, S., & Firlej, K. (2021). A Comparative Psycholinguistic Study on the Subjective Feelings of Well-Being Outcomes of Foreign Language Learning in Older Adults From the Czech Republic and Poland. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.606083

[29] Lee, K., & Park, J. (2021). Relationships between Positive Psychological Capital, Social Support, Learning Flow and Successful Aging of Older Adult Learners. Journal of Lifelong Learning Society, 17(1), 147–172. https://doi.org/10.26857/jlls.2021.2.17.1.147

[30] Li, C. C., Dewaele, J. M., & Jiang, G. Y. (2019). The complex relationship between classroom emotions and EFL achievement in China. Applied Linguistics Review, 11(3), 485–510. https:// doi.org/ 10.1515/applirev-2018-0043

[31] Luk, G., Bialystok, E., Craik, F. I. M., & Grady, C. L. (2011). Lifelong Bilingualism Maintains White Matter Integrity in Older Adults. The Journal of Neuroscience, 31(46), 16808–16813. https://doi.org/10.1523/jneurosci.4563-11.2011

[32] MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193. https://doi.org/10.14746/ssllt.2012.2.2.4

[33] Maslow, A. (1954). Motivation and psychology. Harper.

[34] Mercer, S., & MacIntyre, P. D. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153–172. https://doi.org/10.14746/ssllt.2014.4.2.2

[35] Mercer, S., MacIntyre, P., Gregersen, T., & Talbot, K. (2018). Positive language education: Combining positive education and language education. Theory and Practice of Second Language Acquisition, 4, 11–31.

[36] Murphey, T. (2014). Singing well-becoming: Student musical therapy case studies. Studies in Second Language Learning and Teaching, 4(2), 205–235. https://doi.org/10.14746/ssllt.2014.4.2.4

[37] Murphey, T. (2016). Teaching to learn and well-become: Many mini renaissances. In P. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive psychology in SLA (pp. 324–343). Multilingual Matters.

[38] Narushima, M., Liu, J., & Diestelkamp, N. (2018). Lifelong learning in active ageing discourse: its conserving effect on wellbeing, health and vulnerability. Ageing and Society, 38(4), 651–675. https://doi.org/10.1017/s0144686x16001136

[39] Oatley, K., Parrott, W., Smith, C., & Watts, F. (2011). Cognition and Emotion over twenty-five years. Cognition & Emotion, 25(8), 1341–1348. https://doi.org/10.1080/02699931.2011.622949

[40] Ong, G., Sewell, D. K., Weekes, B., McKague, M., & Abutalebi, J. (2017). A diffusion model approach to analysing the bilingual advantage for the Flanker task: The role of attentional control processes. Journal of Neurolinguistics, 43, 28–38. https://doi.org/10.1016/j.jneuroling.2016.08.002

[41] Oxford, R. (2016). Toward a psychology of well-being for language learners: the ‘EMPATHICS’ vision. In P. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive psychology in SLA (pp. 10–90). Multilingual Matters.

[42] Pikhart, M., & Klimova, B. (2020). Maintaining and Supporting Seniors’ Wellbeing through Foreign Language Learning: Psycholinguistics of Second Language Acquisition in Older Age. International Journal of Environmental Research and Public Health, 17(21), 8038. https://doi.org/ 10.3390/ ijerph17218038

[43] Pikhart, M., Klimova, B., Cierniak-Emerych, A., & Dziuba, S. (2021). Psychosocial Rehabilitation Through Intervention by Second Language Acquisition in Older Adults. Journal of Psycholinguistic Research, 50(5), 1181–1196. https://doi.org/10.1007/s10936-021-09805-z

[44] Raz, N. (2000). Aging of the brain and its impact on cognitive performance. In F. I. M. Craik & T. A. Salthouse (Eds.), The Handbook of Aging and Cognition (pp. 1–90). Lawrence Erlbaum Associates.

[45] Rodríguez-Fornells, A., Cunillera, T., Mestres-Missé, A., & de Diego-Balaguer, R. (2009). Neurophysiological mechanisms involved in language learning in adults. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1536), 3711–3735. https://doi.org/ 10.1098/rstb.2009.0130

[46] Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333–335. https://doi.org/10.1080/17439760.2018.1437466

[47] Seligman, M. E. P. (1998). Building human strength: Psychology’s forgotten mission. PsycEXTRA Dataset. https://doi.org/10.1037/e529932010-003

[48] Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066x.55.1.5

[49] Shao, K., Nicholson, L. J., Kutuk, G., & Lei, F. (2020). Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02142

[50] Smithers, R. W., & Gray, J. W. (2018). Enhancing the quality of life in lifelong learners: The influence of a meaning-order approach to pedagogical grammar on motivation and self-efficacy. Applied Linguistics Review, 11(1), 129–149. https://doi.org/10.1515/applirev-2017-0095

[51] World Health Organization. (2020, October 26). Healthy ageing and functional ability. https://www.who.int/news-room/questions-and-answers/item/healthy-ageing-and-functional-ability

[52] World Health Organization. (2022, October 1). Ageing and health. https://www.who.int/news-room/fact-sheets/detail/ageing-and-health

[53] Woumans, E., Santens, P., Sieben, A., Versijpt, J., Stevens, M., & Duyck, W. (2015). Bilingualism delays clinical manifestation of Alzheimer’s disease. Bilingualism: Language and Cognition, 18(3), 568–574. https://doi.org/10.1017/s136672891400087x

[54] Ji Chuanfeng (2015). Research on the Motivation of Middle aged and Elderly Foreign Language Learning from the Perspective of Positive Aging Contemporary continuing education, (05), 72-76.

[55] Li Jinzhen, Wang Wenzhong,&Shi Jiannong (2003). Positive psychology: a new research direction Progress in Psychological Science, (03), 321-327.

[56] Xuan Wenru, Shen Yuqing, Zhou Miao&Feng Shiwen (2022). A systematic review of bilingual training for improving cognitive function in the elderly Chinese Rehabilitation Theory and Practice, (05), 578-584. DOI: 10.3969/j.issn.1006⁃9771.2022.05.013

[57] Zhang Jun (2013). Research on English learning motivation of elderly people Chinese Language Journal (Foreign Language Education and Teaching), (11), 90-92+101.

[58] Zhang Dihan&Feng Zhidong (2018). Market research on English learning for the elderly Cultural and educational materials, (04), 218-220.