Email this article 
Hide
Show all
Language as a tool for social integration: the role of language education in active aging
Abstract
Introduction: Language education plays a pivotal role in the process of active ageing, serving as an effective tool for social integration and a means of counteracting social exclusion of older adults. Foreign language learning not only stimulates cognitive engagement but also strengthens seniors’ social capital by fostering interpersonal relationships, promoting self-development, and enabling meaningful participation in community life.
Research Aim: The aim of this study is to explore older adults' experiences of language learning – particularly English – in non-formal settings, focusing on how participation in language courses influences their social inclusion, development of interpersonal relationships, and active engagement in society.
Method: Data were collected through focus group interviews with 25 older adults attending English language courses at Universities of the Third Age in Kielce and Warsaw. The study employed reflexive thematic analysis to investigate participants’ motivations, experiences, and perceptions of language learning in later life.
Results: The findings reveal that older learners are primarily motivated by the desire for social interaction, meaningful leisure, and self-expression. Language learning is perceived as a socially enriching experience that enhances confidence, reduces isolation, and fosters a sense of belonging within peer groups. A classroom is described not only as a place of learning but as a safe social space that supports emotional well-being and community engagement.
Conclusions: In the context of demographic change and ongoing age-related social challenges, language education emerges as a powerful instrument for promoting social participation, relational well-being, and psychological resilience among older adults. These findings underscore the importance of recognising the social dimensions of later-life language learning as integral to holistic approaches to active ageing.
Keywords
Full Text:
PDFReferences
Ayalon, L., & Tesch-Römer, C. (2018). Contemporary perspectives on ageism. https://doi.org/10.1007/978-3-319-73820-8
Barbaccia, V., Bravi, L., Murmura, F., Savelli, E., & Viganò, E. (2022). Mature and older adults' perception of active ageing and the need for supporting services: Insights from a qualitative study. International Journal of Environmental Research and Public Health, 19(13), 7660. https://doi.org/10.3390/ijerph19137660
Bąk, 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
Bąk, T. H., Nissan, J. J., Allerhand, M. M., & Deary, I. J. (2014). Does bilingualism influence cognitive aging? Annals of Neurology, 75, 959–963. https://doi.org/10.1002/ana.24158
Bialystok, E., Poarch, G., Luo, L., & Craik, F. I. M. (2014). Effects of bilingualism and aging on executive function and working memory. Psychology and Aging, 29(3), 696–705. https://doi.org/10.1037/a0037254
Boudiny, K., & Mortelmans, D. (2011). A critical perspective: Towards a broader understanding of 'active ageing'. E-Journal of Applied Psychology, 7(1), 8–14. https://doi.org/10.7790/ejap.v7i1.232
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37–47. https://doi.org/10.1002/capr.12360
Butler, R. N. (1980). Ageism: A foreword. Journal of Social Issues, 36(2), 8–11. https://doi.org/10.1111/j.1540-4560.1980.tb02018.x
Czapiński, J., & Błędowski, P. (2014). Aktywność społeczna osób starszych w kontekście percepcji. Program Narodów Zjednoczonych ds. Rozwoju, Edukacja dla pracy. Raport o rozwoju społecznym. Centrum Rozwoju Zasobów Ludzkich, Ministerstwo Pracy i Polityki Społecznej.
Czerniawska, O. (2009). Uniwersytet Trzeciego Wieku, 30 lat działania. Przemiany, dylematy i oczekiwania w epoce ponowoczesnej. Chowanna, 2, 97–113.
Duay, D. L., & Bryan, V. C. (2008). Learning in later life: What seniors want in a learning experience. Educational Gerontology, 34, 1070–1086.
Gabryś-Barker, D. (Ed.). (2018). Third age learners of foreign languages. Multilingual Matters.
Grotek, M. (2018). Student needs and expectations concerning foreign language teacher in universities of the third age. In D. Gabryś-Barker (Ed.), Third age learners of foreign languages (pp. 127–144). Multilingual Matters.
GUS. (2022). Ludność. Stan i struktura oraz ruch naturalny w przekroju terytorialnym w 2021 r. Stan w dniu 31 grudnia. Retrieved January 30, 2025 from: https://stat.gov.pl/obszary-tematyczne/ludnosc/ludnosc/ludnosc-stan-i-struktura-oraz-ruch-naturalny-w-przekroju-terytorialnym-w-2021-r-stan-w-dniu-31-grudnia,6,31.html
GUS. (2023). Uniwersytety trzeciego wieku w roku akademickim 2021/2022. Retrieved January 30, 2025 from: https://stat.gov.pl/obszary-tematyczne/edukacja/edukacja/uniwersytety-trzeciego-wieku-w-roku-akademickim-20212022,11,4.html
Kacetl, J., & Klímová, B. (2021). Third-age learners and approaches to language teaching. Education Sciences, 11(310), 1–9. https://doi.org/10.3390/educsci11070310
Klimczak-Pawlak, A., & Kossakowska-Pisarek, S. (2018). Language learning over 50 at the open university in Poland: An exploratory study of needs and emotions. Educational Gerontology, 44(4), 255–264. https://doi.org/10.1080/03601277.2018.1454389
Kwaśniewski, J. (1997). Postrzeganie marginalizacji oraz strategii środków kontroli społecznej. In J. Kwaśniewski (Ed.), Kontrola społeczna procesów marginalizacji (pp. 197–233). Interart.
Morgan, D. L. (1996). Focus groups. Annual Review of Sociology, 22, 129–152. https://doi.org/10.1146/annurev.soc.22.1.129
Nowakowska, I. (2018). Challenges of overcoming ageism towards elderly people in healthcare context. Horyzonty Wychowania, 16(40), 9–24. https://doi.org/10.17399/HW.2017.164001
Palmore, E. (2001). The ageism survey: First findings. The Gerontologist, 41(5), 572–575. https://doi.org/10.1093/geront/41.5.572
Piechota, D. (2020). Rehabilitacja starości. Glottogeragogika jako wyzwanie wobec ageizmu. Annales Universitatis Mariae Curie-Skłodowska. Sectio N, 5, 442–452. https://doi.org/10.17951/en.2020.5.441-452
Schiller, E., & Dorner, H. (2022). Learner autonomy, motivation, and self-regulated learning: How do these factors interrelate when senior adults learn English as a foreign language? Konin Language Studies, 9(3), 337–355. https://doi.org/10.30438/ksj.2021.9.3.3
Słowik-Krogulec, A. (2019). Developing efficient foreign language classroom environment for older adult learners. Journal of Education Culture and Society, 2, 189–200. https://doi.org/10.15503/jecs20192.189.200
Słowik-Krogulec, A. (2024). Is it all that positive? An exploratory study of emotions in the older adult in-person and online EFL classrooms. Anglica Wratislaviensia, 62, 107–124. https://doi.org/10.19195/0301-7966.62.1.7
Świderska, M., & Kapszewicz, P. (2015). Stereotypy dotyczące starzenia się i ludzi starych w opiniach studentów medycyny. Pedagogika Rodziny, 5(4), 185–199.
Tomaszewska-Hołub, B. (2019). Stereotypizacja starości – wybrane przejawy ageizmu. Cywilizacja i Polityka, 17, 137–148.
van Kampen, E., van den Berg, F., Brouwer, J., & Keijzer, M. (2023). Never too old to learn – Third age adults experience little (self-)ageism or barriers to learning. Social Sciences & Humanities Open, 7(1). https://doi.org/10.1016/j.ssaho.2022.100384
Van der Ploeg, M., Keijzer, M., & Lowie, W. (2025). Language pedagogies and late-life language learning proficiency. International Review of Applied Linguistics in Language Teaching, 63(1), 303–340. https://doi.org/10.1515/iral-2023-0079
Wu, J., & Chao, Q. (2024). How older adults fulfill their retirement plans relates to positive mental health: A path model analysis of social activity and self-esteem. Current Psychology, 43, 5963–5974. https://doi.org/10.1007/s12144-023-04735-6
DOI: http://dx.doi.org/10.17951/lrp.2026.45.1.185-199
Date of publication: 2026-03-16 10:06:14
Date of submission: 2025-05-22 07:35:17
Statistics
Indicators
Copyright (c) 2026
This work is licensed under a Creative Commons Attribution 4.0 International License.