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...this book offers a comprehensive and up-to-date account of senior foreign language education that anyone interested in this topic would find insightful. Its incorporation of theoretical and practical issues around foreign language geragogy will be of interest to both researchers and practitioners. In particular, unlike previous studies
which show the cognitive benefits of foreign language learning for older adults, this book focuses on how to make foreign language learning a reality for them by depicting a detailed profile of foreign language educators who work with senior learners, thus contributing to foreign language teacher training. Teachers and teacher educators will find the pedagogical suggestions from this book most helpful.

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Simin Zeng, Southern University of Science and Technology, China, International Review of Education

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Marek Derenowski takes us on an interesting and engaging journey into the world of the elderly – in which lifelong learning makes seniors’ lives palpably more rewarding. A thorough overview of sources is supplemented by insights into the reality of FL classrooms, seen through the eyes of student seniors and their teachers. The book will be a valuable addition to the small yet significant body of literature on third age FL learners.

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Danuta Gabryś-Barker, University of Silesia, Poland

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This book offers a thorough review of the slowly growing literature on foreign language (FL) geragogy, and deeper scrutiny of learners’ and teachers’ motivations and beliefs. Above all, it advances the notion that FL learning may be undertaken at any point in life, and it commits to the idea that FL educators should approach older adult learning in an evidence-based and constructive fashion as a general practice.

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Danya Ramírez Gómez, author of Language Teaching and the Older Adult

«This fascinating book presents interdisciplinary views of aging; international efforts for lifelong learning; possible transformations in minds, hearts, and society because of senior-oriented second language learning; practical guidelines; and voices from teachers and senior language learners. Like me, other researchers, teacher trainers, or educators will treasure this book.»

Rebecca L. Oxford, Professor Emerita, University of Maryland, USA