Positive Aging and Language Learning

This book explores foreign language learning in later adulthood from an interdisciplinary perspective combining applied linguistics, geragogy, positive psychology, and lifelong learning studies. Challenging deficit-oriented views of aging, it presents language learning as a resource for active and socially engaged aging. The theoretical chapters examine cognitive, emotional, and motivational aspects of learning in later life, as well as the socio-educational context in Poland, with particular attention to Universities of the Third Age. The empirical part is based on a mixed-methods study, including interviews, questionnaires, classroom observations, and materials analysis. The findings highlight learners’ intrinsic motivation, preference for communication-oriented skills, supportive environments, and meaningful content. Building on these insights, the book proposes the Positive Foreign Language Geragogy model and the EMBRACE framework, offering practical guidance for teaching older adults. The volume concludes with implications for research, policy, and practice.