Fostering Language learning in Later Life: The Impact of Consciousness-raising Grammar, Multimodal Resources, and Emotion-focused Pedagogy on Elderly Learners

This study investigates the effects of a holistic approach based on the principles of consciousness-raising grammar (CRG), multimodal resources, and emotion-focused pedagogical strategies on linguistic outcomes, emotional involvement, and self-efficacy among elderly language learners. Conducted within an action research framework over three cycles, the study involved the design and implementation of three didactic units for a group of native Spanish-speaking learners aged 50 to 80 (primarily 70 to 80), with intermediate English proficiency (A2–B1). Data collection methods included reflective journals, surveys, and grammar tests, yielding both quantitative and qualitative data, which were analyzed using statistical, content, and thematic analysis. The results indicate that this integrated approach enhances communicative competence, emotional engagement, and learner confidence. In conclusion, grammar-aware instruction, combined with multimodal resources and delivered in an emotionally supportive environment, has proven effective for elderly language learners. Thus, the combined approach presented in this study underscores the importance of addressing both cognitive and emotional needs in elderly language learning, providing practical insights for creating inclusive and engaging learning environments. Keywords: consciousness-raising grammar, action research, multimodal resources, emotion-focused pedagogy, elderly learners.