Maximizing the Power of Proficiency, 2022 Report of the Central States Conference on the Teaching of Foreign Languages
In the fall of 2019, the age of 33.5% of students enrolled in US institutions of higher education was 25 and above. However, research in the fields of adult learning, developmental, cognitive, and socio-cognitive theories suggests that this group of students presents L2 instructors with a set of strengths and challenges. One specific concern is that empirical studies have indicated a steady decline in L2 success along with the age of the adult learners (Hakuta et al., 2003). The aim of this article is to examine how teaching practices may be derived from research findings, with a view to better supporting the development of L2 communicative competence among adult learners. As a result, guidelines for L2 instructional practices are proposed in alignment with the macro-strategies theoretical framework suggested by Kumaravadivelu (2006). In doing so, this study also recognizes the central role played by teachers, as they are uniquely positioned to identify challenges and strengths facing adult learners and adapt their instruction accordingly.
Department of Languages and Literatures
Original Publication Date
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UNI ScholarWorks, Rod Library, University of Northern Iowa
©2022 Central States Conference on the Teaching of Foreign Languages. Posted with permission.
Gabriela Olivares-Cuhat. "Maximizing Learning of L2 Adult Learners in Higher Education" in Maximizing the Power of Proficiency, 2022 Report of the Central States Conference on the Teaching of Foreign Languages, pages 133-150.