HOW TO TAILOR TELL TOOLS FOR OLDER L2 LEARNERS

Abstract

Nowadays, many second language (L2) courses comprise a mix of online learning and face-to-face activities. As a result, this incorporation of blended learning and class instruction has allowed L2 students to learn more autonomously, become more engaged with the language learning process and achieve better results. However, blended L2 instructional strategies are mostly intended for young and traditional college-age students without considering the older learners. This article investigates the suitability of the blended L2 learning format for this latter student population and seeks to establish guidelines for the design of an L2 language course well adapted to the specific weaknesses and strengths of older adults. To this end, the early effects of aging on L2 acquisition and cognitive processes are first reviewed. Next, good practices in the use of technology-enhanced language learning (TELL) tools with older students are discussed. Finally, recommendations for blended L2 course design are provided.