Positive Language Education in Later Life: Towards a Holistic Framework

Abstract

Through their focus on cognitive, psychological, and social dimensions of wellbeing, Positive Psychology and Positive Language Education theories offer significant potential to enhance learning experiences and outcomes for senior learners. Yet, the literature still presents a substantial gap in connecting these theoretical frameworks to practical instructional design for this specific target of learners. This paper aims to contribute to this gap by analysing the interplay between Positive Language Education (PLE) and Later-Life Language Learning (LLLL).

Drawing from foundational theories in Positive Psychology, this paper establishes a theoretical ground focused on wellbeing and related positive emotional and physical states to contextualise Positive Language Education, an emerging pedagogical approach that applies Positive Psychology principles to language teaching and learning processes. Although suitable for any type of student, this approach appears particularly appropriate for senior students, due to the neurological, cognitive, and psychological characteristics that distinguish them, as it fosters engaging and fulfilling learning experiences through a collaborative, stress-free environment. Through a reflective exploration of the relationship between Positive Language Education and Language Learning in Later Life, this paper highlights key dimensions that are essential to understanding this interplay, and maps out relevant conceptual areas to inform the development of future research and meaningful educational strategies.