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Table of Contents
Preface; Acknowledgements; Contents; 1 Introduction: Aging, Immigration, and Second Language Learning in the Hispanic Population; Language Matters for Aging Hispanic Immigrants; Framing Our Study; Organization of Book; References; 2 A Case Study of an English Learner Speech Community; How (Older Adult) Second Language Learners Have Been Studied; Study Sample; Interviewing Strategies; Active Interviewing with Hispanic Older Adult Second Language Learners; References; 3 Minority Aging in an Immigrant Context; Transitions and Immigration; The Structure of Minority Aging and Immigration
Aging in Culture and FamilyFamilial Social Exchange: Benefits and Barriers to Minority Aging; Social Networks and Neighborhood Context; Building Language Capital Through Place; References; 4 Late-Life Second Language Acquisition: Cognitive and Psycholinguistic Changes, Challenges, and Opportunities; Review of Linguistic Areas of Interest for SLA and Aging Research; Question Formation in English (Developmental Sequence); Four Linguistic Areas Researched in Psycholinguistics; Research in SLA and Cognition; The Critical Period Hypothesis; Interactionalism and Environmental Factors
Language Acquisition and Attrition Among Older AdultsThe Paucity of Research on Late-Life Language Learning; Language Aptitude in Late-Life L2 Learning; Fluid Intelligence and Working Memory; Crystallized Intelligence and Long-Term Memory; Challenges and Issues with Late-Life SLA Research; Beyond a Deficit-Model; References; 5 Social Constructivism and the Role of Place for Immigrant Language Learners; Socio-SLA: Social Constructivism in Adult L2 Learning; Applied Linguistics and Aging; Older Adult Learners and the "Right to Speak"; Investments; Aging in Place: ESL Classes as Safe Zones
Finding a Place for Older Adult LearnersReferences; 6 Building Emotions for Self-Identity and Learning; Affect and Language Learning; Language Socialization and Affect; Affective Alignments Among Older Language Learners; Affective Alignments Between ESL Students and Their Teachers; Overcoming Negative Self-stereotypes About Language Learning in the ESL Classroom; References; 7 Practicing Safe Language Socialization in Private and Public Spaces; Navigating Communication Domains in a Multilingual Society; Family Language Socialization and Role-Strain
Overcoming Elderspeak Through Affiliative Kin WorkPublic Language Socialization Through Family Alliances and Inner Speech Development; References; 8 Language Resocialization and Gender Allies; Social Positioning, Gender Identity, and Language Learning; Gendered Literacy as Gendered Labor; Negotiating Competence in a Gendered Setting; Building Speech Community Membership Through Gender Ally Work; Age, Gender, and Language Capitalization; References; 9 Conclusion: Aging, Second Language Acquisition, and Health; The Role of Place in L2 Learning
Aging in Culture and FamilyFamilial Social Exchange: Benefits and Barriers to Minority Aging; Social Networks and Neighborhood Context; Building Language Capital Through Place; References; 4 Late-Life Second Language Acquisition: Cognitive and Psycholinguistic Changes, Challenges, and Opportunities; Review of Linguistic Areas of Interest for SLA and Aging Research; Question Formation in English (Developmental Sequence); Four Linguistic Areas Researched in Psycholinguistics; Research in SLA and Cognition; The Critical Period Hypothesis; Interactionalism and Environmental Factors
Language Acquisition and Attrition Among Older AdultsThe Paucity of Research on Late-Life Language Learning; Language Aptitude in Late-Life L2 Learning; Fluid Intelligence and Working Memory; Crystallized Intelligence and Long-Term Memory; Challenges and Issues with Late-Life SLA Research; Beyond a Deficit-Model; References; 5 Social Constructivism and the Role of Place for Immigrant Language Learners; Socio-SLA: Social Constructivism in Adult L2 Learning; Applied Linguistics and Aging; Older Adult Learners and the "Right to Speak"; Investments; Aging in Place: ESL Classes as Safe Zones
Finding a Place for Older Adult LearnersReferences; 6 Building Emotions for Self-Identity and Learning; Affect and Language Learning; Language Socialization and Affect; Affective Alignments Among Older Language Learners; Affective Alignments Between ESL Students and Their Teachers; Overcoming Negative Self-stereotypes About Language Learning in the ESL Classroom; References; 7 Practicing Safe Language Socialization in Private and Public Spaces; Navigating Communication Domains in a Multilingual Society; Family Language Socialization and Role-Strain
Overcoming Elderspeak Through Affiliative Kin WorkPublic Language Socialization Through Family Alliances and Inner Speech Development; References; 8 Language Resocialization and Gender Allies; Social Positioning, Gender Identity, and Language Learning; Gendered Literacy as Gendered Labor; Negotiating Competence in a Gendered Setting; Building Speech Community Membership Through Gender Ally Work; Age, Gender, and Language Capitalization; References; 9 Conclusion: Aging, Second Language Acquisition, and Health; The Role of Place in L2 Learning