Series | SAIL
Edited book | Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication
Chapter | Verso un modello glottogeragogico

Verso un modello glottogeragogico

Lo scaffolding cognitivo-emozionale

Abstract

Language learning experiences seem to lead to advantages for the elderly in the social, psychological and cognitive spheres. Learning languages is not only useful for the quality of life of the elderly and for their active participation in society, but it also has an important role in stimulating and maintaining cognitive resources, increasing cognitive reserves and countering their decline favouring the development of compensation processes. From this point of view, learning languages for the elderly is not only possible but it is also desirable. This justifies a FL geragogic model, called cognitive-emotional scaffolding, which can become the basis of a project to teach foreign languages to elderly learners.


Open access

Submitted: Oct. 16, 2020 | Published May 24, 2021 | Language: it

Keywords Geragogy • Cognitive reserve • Foreign language learning • Elderly FL students • Successful aging

Copyright © 2021 Maria Cecilia Luise, Mario Cardona. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

Permalink http://doi.org/10.30687/978-88-6969-501-8/030


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