Tečaji španščine za starejše odrasle na Univerzi za tretje življenjsko obdobje in v Dnevnih centrih aktivnosti za starejše

The article presents theoretical starting points regarding older adults and learning Spanish language in late adulthood. The starting points are based on the assumption that in order to effectively learn a foreign language in late adulthood; the definitions of the cognitive characteristics of the elderly and the characteristics of learning in this period have to be defined first. I continuation the paper explains various characteristics of learning with older adults. The main emphasis is on analyzing the ability of older people to learn a foreign language and their motivation to learn. The empirical part of the paper presents the results of the survey conducted among participants in the initial and intermediate Spanish courses at the University of the Third Age and day center activities for the elderly in Ljubljana; during the academic year 2013/14. The results showed that the most important reason for attending the course were the love of language and the chance to attend trips to Spanish-speaking countries. As the most important activities in the course the participants highlighted listening to the instructor and making notes; exercises in pronunciation and learning new words. The participants valued relaxed atmosphere of mutual understanding as well as cooperation within the learning group. The most important features of a good instructor; according to the participants; are coherent explanation; positive attitude towards the participants; and learning support