The Intersection of Age, Cognitive Development, and Language Learning

Abstract

This thesis capstone project explores the difficulties of adult English learners, particularly due to their high linguistic demands as well as the development of cognitive load as we age. The project examines the intersectionality of these linguistic barriers and the ability to complete vital life tasks within society. By reflecting on my own language journey and considering the experiences of high school English as a New Language students at Liverpool High School, it is evident that individuals of high school age and beyond are far more limited in the rate and ability of acquisition. Research on strategies to counteract these difficulties is discussed, alongside examples of successful applications through community engagement strategies such as field trips to local food stores. This project emphasizes the need for highly motivating and engaging content that will support the unique demands for the minority population of speakers of other languages. A professional development opportunity for educators of adult language learners is designed to equip educators with effective teaching strategies that can be implemented to improve the learning experiences and outcomes of adult English learners.