# data[].attributes.headline
Strategies for learning and acquisition of a second language“The theory that I will use is Strategies for learning and acquisition of a second language. It was developed by Castejón, 2014; Weinstein y Mayer, 1986and it was used to study As abilities that they are, they can be identified (even by one's ownsubject that uses them) described, ocumented, learned, taught,influenced and perfected.This theory indicates thatThese self-knowledge techniques can be enhanced if they are subjected tovaluation, both the subject itself and external. For example, if they are explained in groupdiscussion, before experts or teachers and is offered a feedback andopinions to the subject.As applied to my study, this theory holds that I would expect my independent variable(s)directed to the student being aware of the strategies thatputs into operation in learning processes, at this pointTypically, techniques such as self-observation and behavior registration are included.cognitive processes put into operation, a self-analysis of strategies with thedescription of them and an explanation of the efficiency observed for each of these strategies. In general these techniques are aimed at thisself-knowledge allows to enhance both the previous organization of the task and what is going to be done, as well as the monitoring, organization and evaluation of the same.often the teacher and his characteristics are includedpersonal, their experience, knowledge and training, skills and personality,accessibility, etc. would be the student, In this element ofThe analysis includes a broad list of relevant variables, such aspersonal characteristics, motivation, aptitudes and attitudes towards learningspecific, previous knowledge and experience in the concrete area, skills, teaching strategies are considered, where the teaching methodology would be located, including the activities and processes designed and put in place for the work in the process would be the context and learning environment.

# data[].attributes.subject
Strategies for learning and acquisition of a second language“The theory that I will use is Strategies for learning and acquisition of a second language. It was developed by Castejón, 2014; Weinstein y Mayer, 1986and it was used to study As abilities that they are, they can be identified (even by one's ownsubject that uses them) described, ocumented, learned, taught,influenced and perfected.This theory indicates thatThese self-knowledge techniques can be enhanced if they are subjected tovaluation, both the subject itself and external. For example, if they are explained in groupdiscussion, before experts or teachers and is offered a feedback andopinions to the subject.As applied to my study, this theory holds that I would expect my independent variable(s)directed to the student being aware of the strategies thatputs into operation in learning processes, at this pointTypically, techniques such as self-observation and behavior registration are included.cognitive processes put into operation, a self-analysis of strategies with thedescription of them and an explanation of the efficiency observed for each of these strategies. In general these techniques are aimed at thisself-knowledge allows to enhance both the previous organization of the task and what is going to be done, as well as the monitoring, organization and evaluation of the same.often the teacher and his characteristics are includedpersonal, their experience, knowledge and training, skills and personality,accessibility, etc. would be the student, In this element ofThe analysis includes a broad list of relevant variables, such aspersonal characteristics, motivation, aptitudes and attitudes towards learningspecific, previous knowledge and experience in the concrete area, skills, teaching strategies are considered, where the teaching methodology would be located, including the activities and processes designed and put in place for the work in the process would be the context and learning environment.

# data[].attributes.body
Anderson Johan Schneider Rodriguez

# data[].attributes.headline
Why do many students feel unmotivated to learn English in a classroom?The theory that I will use is the theory of motivation at work that affect in reverse human behavior. It was developed by Frederick Herzberg , and it was used to study to analyze the level of satisfaction in humans. This theory indicates that people are influenced by two factors:Satisfaction: which is mainly the result of the motivation factors. These factors help increase the individual's satisfaction but have little effect on dissatisfaction.Dissatisfaction: it is mainly the result of hygiene factors. If these factors are missing or inadequate, they cause dissatisfaction, but their presence has very little effect on long-term satisfaction.As applied to my study, this theory holds that I would expect my independent variables are the few strategies of the teachers, the behaviors that may be in the student, the reactions he has had with respect to his family environment and  addiction to new technologies to  influence or explain the dependent variable  the demotivation that students have when they acquire the English language as a foreign language because they will find the problems that may be causing them during this process and the possible solutions that they could find through the different experiences.

# data[].attributes.subject
Why do many students feel unmotivated to learn English in a classroom?The theory that I will use is the theory of motivation at work that affect in reverse human behavior. It was developed by Frederick Herzberg , and it was used to study to analyze the level of satisfaction in humans. This theory indicates that people are influenced by two factors:Satisfaction: which is mainly the result of the motivation factors. These factors help increase the individual's satisfaction but have little effect on dissatisfaction.Dissatisfaction: it is mainly the result of hygiene factors. If these factors are missing or inadequate, they cause dissatisfaction, but their presence has very little effect on long-term satisfaction.As applied to my study, this theory holds that I would expect my independent variables are the few strategies of the teachers, the behaviors that may be in the student, the reactions he has had with respect to his family environment and  addiction to new technologies to  influence or explain the dependent variable  the demotivation that students have when they acquire the English language as a foreign language because they will find the problems that may be causing them during this process and the possible solutions that they could find through the different experiences.

# data[].attributes.body
Luz Leidy Abril

# data[].attributes.headline
The theory that I will use is about motivation and the affectivity in the learning and acquisition of a second language. It was developed by researchers of educational psycology and the second language acquisistion and learning like Verdia (2010), Gardner (2007) and Bernaus, Wilson and Gardner (2009), among others, and it was used to study the learning of a second language, in particularly here, is used to explain how the affective and motivational factors that stimulate or discourage the developed of speaking skills in English as a foreign language in the classroom of the middle-school. This theory indicates that the role of motivation and affectivity in the process of learning and acquisition of a second language. Generally, we assume more or less motivation and more or less affectivity would have directly and positive influence in the learning and developed the skills to communicate in English as second language. Liu wrote the students’ attitudes and motivation have a positively correlate with their English proficiency (Liu, 2007).“Motivation to learn a second language is grounded in positive attitudes toward the second language community and in a desire to communicate with valued members of that community and become similar them. This latter desire is integrative orientation, which is a better support for language learning, while an instrumental orientation is associated with a desire to learn L2 for pragmatic gains such as getting a better job or a higher salary” (Dörnyei, 2001; Gardner & Lambert, 1972, in Liu, 2007, p.127).As applied to my study, this theory holds that I would expect my independent variable like the affective and motivational factors to influence or explain the dependent variable like developed of the speaking skill in English as foreign language. Theorist spoke about patterns of thinking like goal setting, mastery versus performance goal-orientation, self-perceptions of competence, self-efficacy beliefs, perceived locus of control, and causal attributions for success or failure (Ushioda,2008). Particularly, among the independent motivational and affective variables we have, following Verdia (2010):-	Beliefs and self-conceptLearners’ underlying attitudes to the target language culture and people would have a significant influence on their motivation and the learning the language. (Gardner and Lambert 1972, in Ushioda, 2008, p.20). Self-image and identityThe self-concept is related with identity, because, following Verdia (2010) both of them perceptions and self-concepts produces a sense of personal identity. It helps to make value judgements whose function is like a filter. This filter intereferes the acquisition or learning of a second language.Locus of control and the theory of attributionAccording Verdia (2010) Locus of control had been named a student’s perception about the control over the outcomes by themselves. According the same researcher the theory of attribution is about the reasons propused by the people for their successes or failures (Verdia, 2010). Those are factors which help to acquire and learn a second language.Instrumental orientation and integrated orientationThis is related with the extrinsic motivation or instrumental orientation. According Liu, Noels and Ushioda refers to the desire to learn a second/foreign language because of some pressure or reward from the social environment, internalized reasons for learning an L2 (such as guilt or shame), and/or personal decisions to do so and its value for the chosen goals.Intrinsically motivated students are the same like integratively motivated ones. They learn a second language because of the inherent pleasure in doing so (Oxford & Shearin, 1994; Noels et al., 2001 in Ushioda, 2008).Language learning motivation and classroom learning motivationIn contrast with the last theory, Gardner (2007) had established two types of motivation: Language learning motivation and classroom learning motivation. The first one is related the motivation to learn and acquire other language, and the second one is about the language classroom. In this point we should assume those types of motivation like independent variables or constructs have impact in the acquisition and learning of a second language.Teacher’s motivation and classroom strategyBernaus, Wilson and Gardner (2009) find and suggest teacher motivation had been related with the use of motivation strategies and in the same time are related with the student motivation and the English Achievement. Here teacher’s motivation and their motivation strategies are part of the independent constructs whose have influence in the learning and acquisition of other language. ReferencesUshioda, E. (2008). Motivation and good language learners. Cambridge University Press (pp. 19-34). na. Liu, M. (2007). Chinese students’ motivation to learn English at the tertiary level. Asian EFL Journal, 9(1), 126-146.Verdía, E. (2010). Variables afectivas que condicionan el aprendizaje de la pronunciación: reflexión y propuestas. MarcoELE (monográficos), 10, 223-242. Retrieval from: https://www.marcoele.com/descargas/expolingua_2002.verdia.pdf Gardner, R. (2007). 	Motivation and second language acquisition. Portalinguarum 8, http://digibug.ugr.es/bitstream/handle/10481/31616/Gardner.pdf?sequence=1&isAllowed=y Bernaus, M., Wilson, A., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement.

# data[].attributes.subject
The theory that I will use is about motivation and the affectivity in the learning and acquisition of a second language. It was developed by researchers of educational psycology and the second language acquisistion and learning like Verdia (2010), Gardner (2007) and Bernaus, Wilson and Gardner (2009), among others, and it was used to study the learning of a second language, in particularly here, is used to explain how the affective and motivational factors that stimulate or discourage the developed of speaking skills in English as a foreign language in the classroom of the middle-school. This theory indicates that the role of motivation and affectivity in the process of learning and acquisition of a second language. Generally, we assume more or less motivation and more or less affectivity would have directly and positive influence in the learning and developed the skills to communicate in English as second language. Liu wrote the students’ attitudes and motivation have a positively correlate with their English proficiency (Liu, 2007).“Motivation to learn a second language is grounded in positive attitudes toward the second language community and in a desire to communicate with valued members of that community and become similar them. This latter desire is integrative orientation, which is a better support for language learning, while an instrumental orientation is associated with a desire to learn L2 for pragmatic gains such as getting a better job or a higher salary” (Dörnyei, 2001; Gardner & Lambert, 1972, in Liu, 2007, p.127).As applied to my study, this theory holds that I would expect my independent variable like the affective and motivational factors to influence or explain the dependent variable like developed of the speaking skill in English as foreign language. Theorist spoke about patterns of thinking like goal setting, mastery versus performance goal-orientation, self-perceptions of competence, self-efficacy beliefs, perceived locus of control, and causal attributions for success or failure (Ushioda,2008). Particularly, among the independent motivational and affective variables we have, following Verdia (2010):-	Beliefs and self-conceptLearners’ underlying attitudes to the target language culture and people would have a significant influence on their motivation and the learning the language. (Gardner and Lambert 1972, in Ushioda, 2008, p.20). Self-image and identityThe self-concept is related with identity, because, following Verdia (2010) both of them perceptions and self-concepts produces a sense of personal identity. It helps to make value judgements whose function is like a filter. This filter intereferes the acquisition or learning of a second language.Locus of control and the theory of attributionAccording Verdia (2010) Locus of control had been named a student’s perception about the control over the outcomes by themselves. According the same researcher the theory of attribution is about the reasons propused by the people for their successes or failures (Verdia, 2010). Those are factors which help to acquire and learn a second language.Instrumental orientation and integrated orientationThis is related with the extrinsic motivation or instrumental orientation. According Liu, Noels and Ushioda refers to the desire to learn a second/foreign language because of some pressure or reward from the social environment, internalized reasons for learning an L2 (such as guilt or shame), and/or personal decisions to do so and its value for the chosen goals.Intrinsically motivated students are the same like integratively motivated ones. They learn a second language because of the inherent pleasure in doing so (Oxford & Shearin, 1994; Noels et al., 2001 in Ushioda, 2008).Language learning motivation and classroom learning motivationIn contrast with the last theory, Gardner (2007) had established two types of motivation: Language learning motivation and classroom learning motivation. The first one is related the motivation to learn and acquire other language, and the second one is about the language classroom. In this point we should assume those types of motivation like independent variables or constructs have impact in the acquisition and learning of a second language.Teacher’s motivation and classroom strategyBernaus, Wilson and Gardner (2009) find and suggest teacher motivation had been related with the use of motivation strategies and in the same time are related with the student motivation and the English Achievement. Here teacher’s motivation and their motivation strategies are part of the independent constructs whose have influence in the learning and acquisition of other language. ReferencesUshioda, E. (2008). Motivation and good language learners. Cambridge University Press (pp. 19-34). na. Liu, M. (2007). Chinese students’ motivation to learn English at the tertiary level. Asian EFL Journal, 9(1), 126-146.Verdía, E. (2010). Variables afectivas que condicionan el aprendizaje de la pronunciación: reflexión y propuestas. MarcoELE (monográficos), 10, 223-242. Retrieval from: https://www.marcoele.com/descargas/expolingua_2002.verdia.pdf Gardner, R. (2007). 	Motivation and second language acquisition. Portalinguarum 8, http://digibug.ugr.es/bitstream/handle/10481/31616/Gardner.pdf?sequence=1&isAllowed=y Bernaus, M., Wilson, A., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement.

# data[].attributes.body
Félix Antonio Monsalve Correa

# data[].attributes.headline
There is a lack of pedagogical offer for the current demand of students older than 45 years old who want to learn a second language because they don’t fit the existing EFL courses and programs designed for other kind of population with different aims.                                      One of the questions in education today concerns how to teach English as a second language to elderly people. There is a lot of literature referred to teaching English tovery young learners, adolescents and adults. There is also a lot of didactic material developed for children, teenagers and also for adults but, do we know enough about teaching a second language to people in their later years of life? What about methodologies and appropriate ways of teaching and learning when your students are older than forty five? Are there special methodologies or any kinds of material developed to teach English to this group of people?                                       It seems that currently, there is not an approach, a deep study or any appropriate methodology that really helps or guide teachers in this field.                         State and achieve goals with this special group of people is not an easy job and we need to research more about this issue in order to find answers and think about solutions.It is not difficult to evidence the lack of knowledge and attention about teaching English to people near their fifties or on their sixties and even, their seventies years old.                                             In our context we have an overlooked population that need to be assisted in the acquisition of English as a second language for specific purposes as traveling, entertaining or other leisure activities.                                   In particular, adult learners, whose interests in the language are often communication competence and cultural knowledge rather than exam preparation, express their dissatisfaction with low precision courses, materials, and methodologies not addressing their needs (Long, 2005).                            In our country we, as teachers, have to raise awareness about this population needs and start designing specific courses for seniors.When a second language program or course is designed, is highly important to have into account several features such as the age of the population, their needs, the time they will be exposed to the new information, their context and the strategies and methodologies that are going to be applied in order to achieve the proposed goals. An individual difference that is believed to play a key rolein second language learning is age.Nejadansari, D., Nasrollahzadeh, J. (2011). Almost all these considerations have been analyzed in terms of teaching English to children, adolescents and adults but there is very little information about strategies, methodologies or formal procedures or studies in teaching English to seniors. We have to face this challenge, I know it’s not easy but there is a limited supply of courses that fill seniors’ specific needs or courses intended and adapted to elderly people. We know that people older than 45 like to share with people from their same age, discuss the topics they are interested in and feel comfortable in a group where the rhythm of the class goes with their own rhythm and sometimes very different from adolescents or young adults pace. That is why the purpose of this research step is to show that there is a disregarded group of people that we need to assist and that we need to pay attention in how different can be teaching a second language is for them and which strategies do we need in order to cover an educational need that, at the end, will beneficiate both, teachers and elderly students, it means, it will help and provide important information to the educational field in all senses.                             Should educational institutions have into account to design second language learning programs and courses intended and adapted to seniors’ needs? Does the fact that elderly people want to learn a second language for specific purposes, mean that teachers should fill this educational need? Should elderly people try to adapt their educational needs to the current existing courses to learn a second language? Those are some of the questions today.                   One important fact is that we know that all kind of people prefer to talk about things related to their interests and/or experiences and of course, elderly people don’t make the difference. They prefer to spend their time in varied ways according to different cultural facts, affective factors, relationships and many other reasons. That kind of specific information could help teachers to identify easily how to support their learning styles or work better on a cognitive effective process. With this particular group as with others, it is very important to know how this information would help and encourage this remarkable learning process.If teachers could identify which learning modalities are better in senior teaching, just like they do with the rest of the students, they would probably know how to apply strategies based on visual, kinesthetic, auditory, reading and writing skills and also how to develop their own teaching material according to their specific necessities. These necessities talk about affective factors, language learning process, cognitive abilities, frequency of classes, emotional and physical aptitudes and more.         There are many different concepts we have to take into account when we are going to face a group of people near their 50’s or up. Have you ever realized what happened when elderly people need to learn new things? For example: Have you realized how they learn the uses of the internet or how they manage an e-mail account? Have you noticed that they need to be longer exposed to that new information in order to integrate it efficiently? Have you noticed that they used to repeat more times the given information to associate it with previous knowledge? Have you ever realized that elderly people are mostly motivated by affective and entertaining factors?              In order to understand those learning necessities, processes and their details, it becomes necessary to carry out some research projects that help us to know more about this topic. I know about some friends that are up to their forty five years old and repeatedly express their necessity to learn English. I sincerely think that a significant group of elderly people is interested on learning English if they know about special courses, contents and methodologies designed for them. In my opinion, teachers need a special and different way to lead and guide this particular teaching - learning process and they need to have several support tools to explore better ways to achieve their goals and improve their effectiveness.                   These are some useful texts I have taken into account for my research. First one is Teaching English to Senior Citizens: The EFL Teacher as a Course Developer and a Reflective Practitioner by Elli Katachana. University of St. Andrews, St. Andrews, United Kingdom;Athens Metropolitan College, Athens, GreeceUS-China Education Review A, ISSN 2161-623X. December 2013, Vol. 3, No. 12, 888-904. Available in: http://www.davidpublishing.com/davidpublishing/Upfile/12/23/2013/2013122385886681.pdf                                             Its main aim is to reflect on teaching practices and procedures when we have to face a particular group like an elderly audience in order to improve students and teachers effectiveness. Abstract:In this book the author talks about English language as a second language and how it’s mostly taught to respond to job applications and international exams, overlooking other reasons as daily communication, entertaining or cultural facts that motivate different kind of learners. This kind of methods and materials ignore specific needs and shows low effectiveness in learners with special characteristics. It also talks about the importance of knowing how to mix different methods in order to find an appropriate one, responding to particular needs and contexts. The text is a study where the author identifies interests; develop particular material and monitors learners progress, evaluating the whole process.               The second one is La enseñanza de la oralidad: En talleres de inglés para adultos mayores bySilvia Cecilia Enríquez. (2007) Puertas abiertas, 2007, vol.3, p. 47-52. Memoria Académica, Universidad Nacional de la Plata. Facultad de Humanidades y Ciencias de la Educación. Available in: http://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4573/pr.4573.pdf                              Its main aim is to describe some practices and procedures carried out by this university in order to create an appropriate environment for people in their late forties and more who want to learn English as a second language. Abstract:This paper talks about a program developed and designed specially to attend a group of people who want to learn English in a very different way. Due to their age, elderly people need a specific methodology and a characterization of their students that allows the teacher deal effectively with some models of thinking and self-beliefs about their abilities.                         Learning a second language involve solving difficulties that come out when the process is going on, especially when students go from 45 years old or more and where the affective factor is as important as other facts to have into account.                The third one is Effects of Age on Second Language Acquisition by Nejadansari, D; Nasrollahzadeh, J.Studies in Literature and Language Vol. 3, No. 3, 2011, pp. 19-24 DOI:10.3968/j.sll.1923156320110303.059. CSCanada. Available in: http://cscanada.net/index.php/sll/article/viewFile/j.sll.1923156320110303.059/2145     Its main aim is to discuss about four main effects of age on learning a second language process. Abstract:This document talks about the age effects when a learning a second language process is being carried out. The research presents some differences and comparisons between young and adult learners and how many factors influence the final results. It also talks about the effects of age: on the acquisition of native speaker proficiency, on learner’s second language achievement, on rate of second language learning and on the process of second language acquisition. References:               Katachana, Elli. Teaching English to Senior Citizens: Fuss or Fun? The EFL teacher as a course developer and a reflective practitioner. University of St. Andrews, St. Andrews, UnitedKingdom;Athens Metropolitan College, Athens, GreeceUS-China Education Review A, ISSN 2161-623X. December 2013, Vol. 3, No. 12, 888-904.Long, H. (2005).Second language needs analysis. Cambridge: Cambridge University PressNejadansari, D., Nasrollahzadeh, J. (2011). Effects of Age on Second Language Acquisition. Studies in Literature and Language, 3 ( 3 ) , 19-24. Available from: URL: http://www.cscanada.net/index.php/sll/article/view/j.sll.1923156320110303.059DOI: http://dx.doi.org/10.3968/j.sll.1923156320110303.059Project development for older adults: orientation’s contribution. Authors: Ciano Natalia y Mirta Gavilán. Available in: http://www.scielo.org.ar/pdf/orisoc/v10/en_v10a04.pdfSenior learners’ communicative strategies in English as a second language. Authors: Mariel Bonilla Traña y Claudio Díaz Larenas.  Available in: file:///C:/Users/Administrador/Downloads/198-747-1-PB.pdf                           Teaching English to Senior Citizens: Fuss or Fun? The EFL teacher as a course developer and a reflective practitioner. Elli Katachana, MLitt in ELT, University of St.  https://www.quora.com/How-can-I-teach-English-to-an-elderly-person https://www.englishclub.com/tefl/viewtopic.php?t=23710http://www.davidpublishing.com/davidpublishing/Upfile/12/23/2013/2013122385886681.pdf http://es.slideshare.net/kierandonaghy/teaching-english-to-older-learners https://www.ncbi.nlm.nih.gov/pubmed/2090461 https://books.google.com.co/booksid=EDEUdo_69GkC&printsec=frontcover&hl=es&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=true http://www.ericdigests.org/pre-927/older.htm

# data[].attributes.subject
There is a lack of pedagogical offer for the current demand of students older than 45 years old who want to learn a second language because they don’t fit the existing EFL courses and programs designed for other kind of population with different aims.                                      One of the questions in education today concerns how to teach English as a second language to elderly people. There is a lot of literature referred to teaching English tovery young learners, adolescents and adults. There is also a lot of didactic material developed for children, teenagers and also for adults but, do we know enough about teaching a second language to people in their later years of life? What about methodologies and appropriate ways of teaching and learning when your students are older than forty five? Are there special methodologies or any kinds of material developed to teach English to this group of people?                                       It seems that currently, there is not an approach, a deep study or any appropriate methodology that really helps or guide teachers in this field.                         State and achieve goals with this special group of people is not an easy job and we need to research more about this issue in order to find answers and think about solutions.It is not difficult to evidence the lack of knowledge and attention about teaching English to people near their fifties or on their sixties and even, their seventies years old.                                             In our context we have an overlooked population that need to be assisted in the acquisition of English as a second language for specific purposes as traveling, entertaining or other leisure activities.                                   In particular, adult learners, whose interests in the language are often communication competence and cultural knowledge rather than exam preparation, express their dissatisfaction with low precision courses, materials, and methodologies not addressing their needs (Long, 2005).                            In our country we, as teachers, have to raise awareness about this population needs and start designing specific courses for seniors.When a second language program or course is designed, is highly important to have into account several features such as the age of the population, their needs, the time they will be exposed to the new information, their context and the strategies and methodologies that are going to be applied in order to achieve the proposed goals. An individual difference that is believed to play a key rolein second language learning is age.Nejadansari, D., Nasrollahzadeh, J. (2011). Almost all these considerations have been analyzed in terms of teaching English to children, adolescents and adults but there is very little information about strategies, methodologies or formal procedures or studies in teaching English to seniors. We have to face this challenge, I know it’s not easy but there is a limited supply of courses that fill seniors’ specific needs or courses intended and adapted to elderly people. We know that people older than 45 like to share with people from their same age, discuss the topics they are interested in and feel comfortable in a group where the rhythm of the class goes with their own rhythm and sometimes very different from adolescents or young adults pace. That is why the purpose of this research step is to show that there is a disregarded group of people that we need to assist and that we need to pay attention in how different can be teaching a second language is for them and which strategies do we need in order to cover an educational need that, at the end, will beneficiate both, teachers and elderly students, it means, it will help and provide important information to the educational field in all senses.                             Should educational institutions have into account to design second language learning programs and courses intended and adapted to seniors’ needs? Does the fact that elderly people want to learn a second language for specific purposes, mean that teachers should fill this educational need? Should elderly people try to adapt their educational needs to the current existing courses to learn a second language? Those are some of the questions today.                   One important fact is that we know that all kind of people prefer to talk about things related to their interests and/or experiences and of course, elderly people don’t make the difference. They prefer to spend their time in varied ways according to different cultural facts, affective factors, relationships and many other reasons. That kind of specific information could help teachers to identify easily how to support their learning styles or work better on a cognitive effective process. With this particular group as with others, it is very important to know how this information would help and encourage this remarkable learning process.If teachers could identify which learning modalities are better in senior teaching, just like they do with the rest of the students, they would probably know how to apply strategies based on visual, kinesthetic, auditory, reading and writing skills and also how to develop their own teaching material according to their specific necessities. These necessities talk about affective factors, language learning process, cognitive abilities, frequency of classes, emotional and physical aptitudes and more.         There are many different concepts we have to take into account when we are going to face a group of people near their 50’s or up. Have you ever realized what happened when elderly people need to learn new things? For example: Have you realized how they learn the uses of the internet or how they manage an e-mail account? Have you noticed that they need to be longer exposed to that new information in order to integrate it efficiently? Have you noticed that they used to repeat more times the given information to associate it with previous knowledge? Have you ever realized that elderly people are mostly motivated by affective and entertaining factors?              In order to understand those learning necessities, processes and their details, it becomes necessary to carry out some research projects that help us to know more about this topic. I know about some friends that are up to their forty five years old and repeatedly express their necessity to learn English. I sincerely think that a significant group of elderly people is interested on learning English if they know about special courses, contents and methodologies designed for them. In my opinion, teachers need a special and different way to lead and guide this particular teaching - learning process and they need to have several support tools to explore better ways to achieve their goals and improve their effectiveness.                   These are some useful texts I have taken into account for my research. First one is Teaching English to Senior Citizens: The EFL Teacher as a Course Developer and a Reflective Practitioner by Elli Katachana. University of St. Andrews, St. Andrews, United Kingdom;Athens Metropolitan College, Athens, GreeceUS-China Education Review A, ISSN 2161-623X. December 2013, Vol. 3, No. 12, 888-904. Available in: http://www.davidpublishing.com/davidpublishing/Upfile/12/23/2013/2013122385886681.pdf                                             Its main aim is to reflect on teaching practices and procedures when we have to face a particular group like an elderly audience in order to improve students and teachers effectiveness. Abstract:In this book the author talks about English language as a second language and how it’s mostly taught to respond to job applications and international exams, overlooking other reasons as daily communication, entertaining or cultural facts that motivate different kind of learners. This kind of methods and materials ignore specific needs and shows low effectiveness in learners with special characteristics. It also talks about the importance of knowing how to mix different methods in order to find an appropriate one, responding to particular needs and contexts. The text is a study where the author identifies interests; develop particular material and monitors learners progress, evaluating the whole process.               The second one is La enseñanza de la oralidad: En talleres de inglés para adultos mayores bySilvia Cecilia Enríquez. (2007) Puertas abiertas, 2007, vol.3, p. 47-52. Memoria Académica, Universidad Nacional de la Plata. Facultad de Humanidades y Ciencias de la Educación. Available in: http://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4573/pr.4573.pdf                              Its main aim is to describe some practices and procedures carried out by this university in order to create an appropriate environment for people in their late forties and more who want to learn English as a second language. Abstract:This paper talks about a program developed and designed specially to attend a group of people who want to learn English in a very different way. Due to their age, elderly people need a specific methodology and a characterization of their students that allows the teacher deal effectively with some models of thinking and self-beliefs about their abilities.                         Learning a second language involve solving difficulties that come out when the process is going on, especially when students go from 45 years old or more and where the affective factor is as important as other facts to have into account.                The third one is Effects of Age on Second Language Acquisition by Nejadansari, D; Nasrollahzadeh, J.Studies in Literature and Language Vol. 3, No. 3, 2011, pp. 19-24 DOI:10.3968/j.sll.1923156320110303.059. CSCanada. Available in: http://cscanada.net/index.php/sll/article/viewFile/j.sll.1923156320110303.059/2145     Its main aim is to discuss about four main effects of age on learning a second language process. Abstract:This document talks about the age effects when a learning a second language process is being carried out. The research presents some differences and comparisons between young and adult learners and how many factors influence the final results. It also talks about the effects of age: on the acquisition of native speaker proficiency, on learner’s second language achievement, on rate of second language learning and on the process of second language acquisition. References:               Katachana, Elli. Teaching English to Senior Citizens: Fuss or Fun? The EFL teacher as a course developer and a reflective practitioner. University of St. Andrews, St. Andrews, UnitedKingdom;Athens Metropolitan College, Athens, GreeceUS-China Education Review A, ISSN 2161-623X. December 2013, Vol. 3, No. 12, 888-904.Long, H. (2005).Second language needs analysis. Cambridge: Cambridge University PressNejadansari, D., Nasrollahzadeh, J. (2011). Effects of Age on Second Language Acquisition. Studies in Literature and Language, 3 ( 3 ) , 19-24. Available from: URL: http://www.cscanada.net/index.php/sll/article/view/j.sll.1923156320110303.059DOI: http://dx.doi.org/10.3968/j.sll.1923156320110303.059Project development for older adults: orientation’s contribution. Authors: Ciano Natalia y Mirta Gavilán. Available in: http://www.scielo.org.ar/pdf/orisoc/v10/en_v10a04.pdfSenior learners’ communicative strategies in English as a second language. Authors: Mariel Bonilla Traña y Claudio Díaz Larenas.  Available in: file:///C:/Users/Administrador/Downloads/198-747-1-PB.pdf                           Teaching English to Senior Citizens: Fuss or Fun? The EFL teacher as a course developer and a reflective practitioner. Elli Katachana, MLitt in ELT, University of St.  https://www.quora.com/How-can-I-teach-English-to-an-elderly-person https://www.englishclub.com/tefl/viewtopic.php?t=23710http://www.davidpublishing.com/davidpublishing/Upfile/12/23/2013/2013122385886681.pdf http://es.slideshare.net/kierandonaghy/teaching-english-to-older-learners https://www.ncbi.nlm.nih.gov/pubmed/2090461 https://books.google.com.co/booksid=EDEUdo_69GkC&printsec=frontcover&hl=es&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=true http://www.ericdigests.org/pre-927/older.htm

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Catalina Arenas

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The theory that I will use is to study the capacity of children of 15, 18 and 21 months to solve a particular problem-solving task, paying particular attention to three aspects: the efficiency with which they solved it, the strategy use and the role that inhibitory capacity plays, and b) to analyze the cognitive changes of the aspects studied at two different levels: the evolutionary change between the various ages, and the change that took place during the exercises that make up the task. The study adopted a cross-sectional and a longitudinal approach.Sonia LópezChivrall(2008). We had a cross-sectional group consisting of 15 children, 15, 18 and 21 months of age, and two longitudinal sequences: One of 7 children at 15 and 18 months, and the other of 8 children at 18 and 21 months of age. These were observed while carrying out the task of fitting in, a task of resolution, designed for this study, which requires the inhibitory capacity. From the theoretical perspective in which we situate ourselves, this capacity, together with others like the strategic one, has its implications in the resolution of problems, since we start from an integrating vision of different theories, all of them framed within the Information Processing.It is applied to my study to have the best perspective to approach the academic resources or the methodology of the teaching, more suitable to transmit the knowledge. And children between these ages can develop their cognitive capacity, in this learning process, in the best way and learn in a simpler way.The processes of cognitive change were studied from a microgenetic approach, by applying a methodology of systematic observational. This consisted of intensive observation of the children, and the taking of multiple qualitative and quantitative measurements during the various exercises of the task.This consists of observing children intensively, collecting multiple quantitative measures, during their execution in the different exercises of the task.As far as evolutionary change is concerned, the statistical analyses revealed that 18 months is a key point in the period studied because it is at this age that most of the changes in task solving begin to occur: a) the efficiency of problem-solving capacity is optimal, b) the choice of strategy throughout the problem-solving process is more stable, and c) the fact that children do not inhibit after this age has a negative influence on performance.The results indicate that while the exercises are being done, the predominance of the external factors (the feedback generated during the task, the characteristics of the context of the task, etc.) alternates with the predominance of internal factors (search for new possibilities with the task material, self-checking procedure, etc.), in such a way that the solution is molded by varying influences on the three aspects studied: efficiency, strategy use and inhibition.This study provides evidence in favour of using microgenetic methods to study cognitive change in early childhood.

# data[].attributes.subject
The theory that I will use is to study the capacity of children of 15, 18 and 21 months to solve a particular problem-solving task, paying particular attention to three aspects: the efficiency with which they solved it, the strategy use and the role that inhibitory capacity plays, and b) to analyze the cognitive changes of the aspects studied at two different levels: the evolutionary change between the various ages, and the change that took place during the exercises that make up the task. The study adopted a cross-sectional and a longitudinal approach.Sonia LópezChivrall(2008). We had a cross-sectional group consisting of 15 children, 15, 18 and 21 months of age, and two longitudinal sequences: One of 7 children at 15 and 18 months, and the other of 8 children at 18 and 21 months of age. These were observed while carrying out the task of fitting in, a task of resolution, designed for this study, which requires the inhibitory capacity. From the theoretical perspective in which we situate ourselves, this capacity, together with others like the strategic one, has its implications in the resolution of problems, since we start from an integrating vision of different theories, all of them framed within the Information Processing.It is applied to my study to have the best perspective to approach the academic resources or the methodology of the teaching, more suitable to transmit the knowledge. And children between these ages can develop their cognitive capacity, in this learning process, in the best way and learn in a simpler way.The processes of cognitive change were studied from a microgenetic approach, by applying a methodology of systematic observational. This consisted of intensive observation of the children, and the taking of multiple qualitative and quantitative measurements during the various exercises of the task.This consists of observing children intensively, collecting multiple quantitative measures, during their execution in the different exercises of the task.As far as evolutionary change is concerned, the statistical analyses revealed that 18 months is a key point in the period studied because it is at this age that most of the changes in task solving begin to occur: a) the efficiency of problem-solving capacity is optimal, b) the choice of strategy throughout the problem-solving process is more stable, and c) the fact that children do not inhibit after this age has a negative influence on performance.The results indicate that while the exercises are being done, the predominance of the external factors (the feedback generated during the task, the characteristics of the context of the task, etc.) alternates with the predominance of internal factors (search for new possibilities with the task material, self-checking procedure, etc.), in such a way that the solution is molded by varying influences on the three aspects studied: efficiency, strategy use and inhibition.This study provides evidence in favour of using microgenetic methods to study cognitive change in early childhood.

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Carlos Mosquera