Abstract
ABSTRACT Older migrants are often later-life language learners by necessity. While the bulk of extant research on older language learners focuses on those who elect language learning as a constructive leisure pursuit, for older migrants with low proficiency in the dominant host country language, progress in language learning is a key factor that contributes to their independence, social inclusion, and well-being. Drawing on the life-course perspective, this article examines the language-learning difficulties (LLDs) of older Chinese migrants in New Zealand who have attended English courses, and who need basic communicative language ability in their daily lives. We identified three main life-course related factors that contribute to their language-learning difficulties and detract from their commitment to formal learning. These LLDs result from perceived shortcomings in individuals’ prior educational background, factors related to individuals’ current circumstances that impact their sense of agency, and unsatisfactory current formal learning experiences. We offer recommendations aimed at improving formal learning opportunities for this learner group.
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