Critical Geragogy and Foreign Language Learning: An Exploratory Application

Autor/in	Ramírez Gómez, Danya
Titel	Critical Geragogy and Foreign Language Learning: An Exploratory Application
Quelle	In: Educational Gerontology, 42 (2016) 2, S.136-143 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2015.1083388
Schlagwörter	Adult Learning; Older Adults; Educational Gerontology; Second Language Learning; Qualitative Research; Critical Theory; Student Attitudes; Social Bias; Age Discrimination; Developmental Stages; Empowerment; Misconceptions + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Älterer Erwachsener; Geragogics; Geragogik; Zweitsprachenerwerb; Qualitative Forschung; Kritische Theorie; Schülerverhalten; Missverständnis
Abstract	This article proposes an exploratory application of the principles of critical geragogy (Formosa, 2002, 2011, 2012) to foreign language (FL) education (i.e., L2 learning in the L1 community). Critical geragogy is an educational, practical framework intended to empower older adults and lead them to emancipate from age strictures (Glendenning & Battersby, 1990, as cited in Formosa, 2012, p. 74). These strictures permeate the FL classroom and cause many older learners to adopt self-defeating attitudes and beliefs toward their abilities to learn an FL (Andrew, 2012; Ramírez Gómez, 2014). The limited research on FL learning in older adults (60 years old and over)--either confirming, exploring, or rejecting any claim--suggests that these beliefs and attitudes are not supported by rigorous empirical evidence. Rather, they are mostly based on generally held preconceptions and impressionistic data (Ramírez Gómez, 2014, 2015). Drawing from these notions and qualitative research from various sources, I propose an exploratory set of principles for what I have called "critical foreign language geragogy." In this article, I argue that a critical view of social preconceptions of aging is fundamental to transform older learners' attitudes toward their own FL learning potential and render them more realistic and constructive. I believe that such an approach to FL geragogy may contribute to improving older learners' expectations, goal setting, and ultimate accomplishment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01