The cognitive and methodology impact of English language teaching for older learners: a study among students of the Open University of Third Age [UnATI]

• Grant number: 13/08155-3
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: July 01, 2013
• End date: December 31, 2013
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Meire Cachioni
• Grantee: Wesley Turci da Silva
• Host Institution: Escola de Artes, Ciências e Humanidades (EACH). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

The study in the field of human aging has evolved significantly parallel to sociocultural events that carry with them negative stereotypes often associated with physical and cognitive declines that imply the creation of beliefs, attitudes, and myths about old age and aging, a fact that has been repudiated by the literature. The English language teaching, therefore, as well as many other educational programs for seniors, can offer life's gains to encourage social contact, leisure, professional optimization, bringing benefits to cognition that enable the promotion of a good quality of life. The objective of this study is a) Develop an introductory course in the English language for the elderly linked to UnATI program, supported by teaching materials prepared by Turci (2012); b) Check the participants' learning relating to the content taught; c) Investigate the impact of English language teaching in the participants' cognition; d) Evaluate the introductory course as a whole and the material used for its operation. Will be invited to join the study, 60 elderly, 30 will hold the introductory course in English language and 30 will be part of the control group for comparison. Everyone will be evaluated by a protocol that includes a demographic questionnaire, the Geriatric Depression Scale (GDS), and the Brief Cognitive Screening Battery (BCSB). This instrument measures five tests related to memory: incidental, immediate memory, learning, delayed recall, and recognition, as well as including verbal fluency test and clock test. At the end of the course will be applying a semi-structured questionnaire, adapted from the Villar scale (2003), which will evaluate the course, the teacher, the teaching materials, the student satisfaction, and others. (AU)