Unit 4: The Power of Language
| Site: | OpenLearn Create |
| Course: | Learning Languages with Senior Learners 1_2024 |
| Book: | Unit 4: The Power of Language |
| Printed by: | Guest user |
| Date: | Saturday, 21 February 2026, 10:33 PM |
Description
Table of contents
1.0 Introduction
In Unit 4 you will examine the link between learning and language. These are the key questions you will find answers to in this unit:
- How can language shape our perception of senior learners?
- How can we create common ground through multisensory learning?
- How can digital media offer new language learning opportunities?
2.0 How can Language shape our Perception of Senior Learners?
Before you explore multisensory approaches to language learning, you will explore the phenomenon of language itself.
What is language? Cambridge Dictionary defines language as “a system of communication by speaking, writing, or making signs in a way that can be understood, or any of the different systems of communication used in particular regions (…)”.
Language is multifaceted and in many forms of communication also multimodal: Our verbal speech is often accompanied by visual facial cues such as smiles or other expressions to express emotions such as happiness. In addition, we often use gestures to accompany what we say and these can act as an additional layer of meaning making. When you think of sign languages, they deploy multiple channels (hands, face and body) in constructing an utterance and meaning, too.
Language can be very powerful because how we describe experiences, ideas or people can have a profound impact on how others view these.
Step A
Read Corrie Goldman’s Stanford News article ’Language can help the elderly cope with the challenges of aging, says Stanford professor’ and note down 3 key points in your learning diary of Yoshika Matsumoto’s research presented in the article. Then read our model answer.
Step B
The way we use language to talk about senior learners is part of a bigger public debate. In a lot of publications you will, for example, come across the expression “suffering from dementia” to refer to people with dementia.
And how do people with dementia speak about themselves? The organisation DEEP (Dementia Engagement and Empowerment Project) is a network of dementia voices. DEEP encourages groups to connect with each other and speaks out on the views, intentions and hopes of people with dementia.
3.0 Multisensory Learning
The next activities in this unit will underline in what way you can use language experiences for the enhancement of wellbeing through collaborative learning activities. In Unit 3 you have already come across multisensory learning. In this activity, you will explore this approach to learning further and explore four specific kinds of multisensory learning: kinaesthetic or tactile learning, visual pathways, olfaction and auditory pathways.
Now work through steps 3.1 to 3.5..
3.1 What is Multisensory Learning?
As a first step, think about the following questions and take a note of your answers.
- What is multisensory learning?
- Which senses could be involved in and support language learning?
- And what might be the advantages of multisensory learning for senior learners?
Now compare your notes to our model answer.
3.2 Kinaesthetic or Tactile Learning
Kinaesthetic or tactile learning occurs when learners carry out physical activities, rather than just listening to a lecture or watching a demonstration.
This type of learning is often associated with the teachings of Maria Montessori and Rudolf Steiner.
Montessori activities involve the teaching of cognitive, social, and functional skills to participants, breaking down tasks into steps that progress from simple to complex and from concrete to abstract (Bowlby, 1993; Dreher, 1997). Research on Montessori-based activities in the adult day care setting has shown Montessori activities to improve engagement, enhance mood, and reduce behaviour disturbances of people with dementia (Judge, et al., 2002).
Watch the following video:
Montessori in Aged Care
(If you would like to watch this video with closed captions, please switch these on in the YouTube player by selecting this icon 
)
After watching the video, note down in your learning diary three Montessori methods or activities undertaken or suggested in the videos with the residents.
Also note which of these methods, activities and/or resources you might be able to adapt for use in a language learning lesson and why.
Then consider how this Montessori approach could be used to achieve common ground or parity between you and your senior learner(s). Take some notes to help you prepare for the Unit 4 tutorial and bring your notes from this activity to the tutorial.
3.3 Visual Pathways
The 2016 study PrOVIDe: Prevalence of Visual Impairment in Dementia examined the link between Dementia and visual impairment.
Step A
Read the background and the objectives of the study and note down its key findings. Compare your answer to our model answer.
Step B
In the second step of this activity you will consider the implications of dementia-related visual difficulties on learning activities.
As you discovered in step A, people with dementia can have visual difficulties caused by the brain although they still have healthy eyes. They may experience problems recognizing what they see rather than how sharply they see it. Types of Dementia that may have a direct impact on vision are: Lewy Body, Posterior Cortical Atrophy, Alzheimer’s and Vascular Dementia.
Take another look at Carolus Horn’s paintings (see slides 36 to 46) you have come across in Unit 2. Picture A was painted at a time when the artist was in full health. Here, the bridge can be seen in detail and is three-dimensional. As his illness progressed, the spatial awareness as represented in the pictures reduces more and more until the artist’s style in picture D becomes two-dimensional, ornamental and colourful.
Now consider what implications these visual difficulties can have on learning activities with adults with dementia. What might these adults not be able to do/see? Note down your conclusions and compare them with our model answer.
3.4 Olfactory Pathways
The sense of smell can also have a significant impact on learning activities and their success. Recent studies on the benefits of rosemary for our cognitive functions even suggest that rosemary boosts people’s memory.
Step A
Read the following articles and take a note of the ways in which rosemary can support our brain function.
Step B
Consider what precautions you might need to take if you used rosemary in your care setting and compare your thoughts with the aspects listed in our model answer.
Step C
To prepare for the tutorial, take some notes in your learning diary on how you could you use the sense of smell in language learning activities and to what purpose.
3.5 Auditory Pathways
Step A
Many senior learners will also be living with hearing impairment or loss. While it is not uncommon for people to develop gradual hearing loss as they age, studies have found that people with hearing loss are also more likely to develop dementia.
‘So far these studies have only found an association between hearing loss and memory and thinking abilities and we can’t say for sure whether hearing loss can cause dementia. However, researchers have a few theories as to how hearing loss could feed into dementia risk. This includes the theory that the brain is diverting important resources from other areas in order to fully understand and process sounds, or that hearing loss can lead to increased social isolation. Further work is needed to find out whether any of these theories are true.’ (Clare Walton, Research Communications Manager, Study Suggests Links Between Hearing Loss and Dementia - Alzheimer's Society Comment on alzheimer.org.uk )
-
Watch the video Hearing Loss & Dementia officially linked, and note down the risk factors for dementia. (If you would like to watch this video with closed captions, please switch these on in the YouTube player by selecting this icon
Compare your answers with our model answer.
)
Step B
-
Now attempt to answer the following questions and take some notes in your learning diary:
- Have you ever worked with or taught someone with a hearing impairment? If yes, what adjustments to your communication/lessons and their delivery did you make?
- If no, what adjustments would you consider to be useful?
-
Compare your answer with our model answer.
Step C
Using auditory pathways for teaching means to focus on what you and your learners can hear. Some learners prefer listening to using visual or kinaesthetic pathways. These learners may concentrate best by receiving new or difficult information by listening to themselves or someone else talking, and they replay the information in their heads.
Examples of working with listening pathways in teaching sessions are:
- Music and rhythm
- Websites with audio function
- Poetry recitals
- Using text to speech software to read out text
Take a note of your answers to the following questions:
- How could these examples be used in or adapted for use in a language learning lesson with your senior learners?
- How could you use them to create common ground between you and your learner/s?
4.0 Digital Media
In the previous section you discovered the importance of engaging as many senses as possible in learning a language and examined kinaesthetic or tactile learning, visual pathways, olfaction and auditory pathways.
Another technique of involving lots of senses in learning can be the use of digital media. Playing a game on a smartphone, for example, could involve tactile engagement by typing or moving your fingers across a screen. At the same time you would be using visual and often auditory pathways to read and listen to instructions or content, too. In this activity you will examine the value of digital media for language learning.
There are a number of preconceptions about senior learners being able to use digital tools of a wide range. At the same time, there is a substantial body of research that suggests digital tools can support their health and wellbeing considerably.
Work through steps 4.1 to 4.4
4.1 Learning with Digital Media
To start with, learn more about this topic by watching an Age UK video on digital drop-in centres for older people (if you would like to watch this video with closed captions, please switch these on in the YouTube player by selecting this icon 
) and reading a summary of findings by the Tinder Foundation. When reading this section, take notes on the following aspects in your learning diary:
-
What can be the barriers to using digital tools for senior learners?
-
What effects can digital tools have on the health and wellbeing of senior learners?
-
How can digital skills training be most effective for senior learners?
Compare your answers with our model answer
4.2 Playing Digital Games
Do you play games? If so, what kind of games and with whom? Or do you play alone, on your phone? The advent of digital media has immensely expanded the way in which people can play and engage with information and with each other. This ranges from people now being able to take and share high quality images with the entire world within the matter of seconds to playing complex immersive games with others without being in the same room. When investigating digital games, you will find that a number of games, also many of the so-called brain-train games, are based on traditional board game ideas and techniques.
1. a) First of all, try out one example, and have fun. This is the game ‘memory pairs’ but a digital variation. The focus of this game is to match cards that show the numbers or equations that make up the numbers from a particular times table, to remember where these cards were placed on the board and to match the numbers with the right equations. Once you have played the game, think about the following questions and take some notes in your learning diary:
- How did you find the game experience?
- What was difficult, easy, exciting, boring?
- Think about what playing this game might be like for an older person? What might be the challenges?
- What could be the benefits of using this digital game in one of your language's sessions, for example being able to show this on a big screen to your group of participants or getting participants to play this in pairs?
1. b) Now think of traditional games you know which you could use in your language sessions by adding a language twist. You might also want to have a look at this website on foreign language games and be inspired. Pay particular attention to the section Games You Can Create on Your Own, which talks about games that can be played in digital or traditional formats. Compare your notes with our model answer.
4.3 Digital Storytelling with Senior learners
In this activity, you are going to find out about the Our Story App produced by the Open University, a digital storytelling tool initially produced for working with children at primary school level. However, much of the way in which this app has been used shows that it can prove extremely useful for:
- Engaging senior learners in the use of digital tools,
- Developing their IT literacy skills on basic levels,
- Supporting reminiscing activities,
- Bringing fun activities to the class,
- Helping them have a strong sense of achievement.
To get to know the app and how it can be used with young and old, please work through the following activity steps.
Read the introduction to the app.
Find out how the app can be used for story making with children. Find ideas here that you could transfer to language learning sessions with senior learners and take a note of these in your learning diary. Then compare your notes with our model answer.
This is a research report about a project using Our Story with older people.
You may also want to download Our Story and try it out yourself:
Once you have downloaded the app, have a look at the guidance on how to use it.
Please note: If you want to use the OurStory app in the setting of a care home, you will need to gather approval for this from the care home management and/or the residents or their families. You will need to have clearance to be allowed to take pictures in the care home with the app or record audio or video in this setting.
4.4 Planning an Activity for your own Context
This final activity focuses on planning a multi-sensory language learning activity in your own care context, which you will then discuss and evaluate with your fellow students during your next online tutorial.
a. In order to prepare for this, read some of our ideas for a language session using images and games.
b. Now plan some activities for your own language learning session that use either the Our Story App or your own or your senior learners’ objects / photos / memories as a resource. Write a brief reflective account to explain:
- why you have chosen the activity/ies
- in what way the session/activity is multi-sensory
- what props and materials you want to use and why
- what you would like to achieve with them
- which words/phrases you want the senior learners to learn
- how you plan to carry out the activity with your learners, including practical aspects
- what you want the record of the learning to look like.
You may want to start filling in this
()
(download) with your ideas which provides a useful format to capture your plans.
Keep a record of your ideas in your learning diary and bring this along to the Unit 4 tutorial, even if you have only managed to take a few notes and have not had time to prepare this in more depth.
5.0 Unit 4 Tutorial
You are invited to attend the Unit 4 online tutorial, where you can meet your tutors and fellow students and discuss planning a multisensory learning session with your learners.
Please refer to your study planner for the date and time of the Unit 4 tutorial and where to access it.
This is an overview of the programme for the Unit 4 online tutorial:
- Use of multi-sensory learning in language learning sessions
- Your experience of learning with games and digital tools
- Discussion of your planned activity/ties for your language learning session that use the Our Story or other apps and/or participants’ objects / photos / memories as a resource for multi-sensory learning.
- Tips and tricks for planning a language learning activity/session
- Criteria for good practice in social care.
If this is your first Zoom tutorial, please complete steps 1–2.
Take some time to familiarise yourself with the Zoom software here, in advance of your online tutorial. This link will also provide information on how to check that your computer has the minimum system requirements to run Zoom.
To ensure you have the best possible experience during the online tutorials, we advise you to use a headset with microphone to avoid interference and any background noise. This is the same type of headset you would use for any online conferencing; you do not have to buy an expensive headset to use Zoom.
There is no expectation that participants use the camera during the live tutorial sessions. Yet, we do welcome all who are keen to use this tool as it supports engaging and interactive tutorial experiences.
6.0 Application Task
Step A
Taking into consideration what you discussed during the online tutorial, plan a sequence of activities (20-30 minutes) for either your individual language learner or language learning group that uses a multi-sensory approach to learning.
To help with your planning, fill in this
()
(Word document download) for structuring the activity and incorporating important aspects such as:
- The multi-sensory aspects and approach you will use in this activity
- The optimal learning environment for this activity
- The resources/materials you want to use for this activity
- The vocabulary items you want to use
- Any cultural information you want to convey
- What you will do and what the senior learner/s will do
- How you want to establish the success of the activity for each individual learner
To help you with your planning, have a look at an
()
.
Step B
Post a description of your planned learning activities and any explanations or thoughts about it in the Unit 4 Forum. Read and comment constructively on at least one post by a fellow student.
6.1 Reflection Task
Step A
Try out the planned sequence of activities with your learner/s. You might want to gather some feedback from your learner/s about the lesson as well, which you can bring to the course and share with your fellow students.
Step B
Write a reflective account (300 words or more) about the successes and challenges of this learning experience when putting your plan into action. If you decided to do so, consider how teaching a language using a digital tool has worked for you and your learner/s.
These questions might help you focus your reflection:
- What were the activities you had planned?
- Why had you planned these particular activities?
- Which materials (photos, objects, games, digital apps etc) did you try out? Why these?
- On reflection, how did the activities work? What went well, what did not go as planned? What would you do differently next time and why?
- What was your learner/s feedback?
- What are the next steps for your learner/s?
- How will you provide further opportunities to practise and reinforce the new language?
Then post your reflective account together with an overview of the planned activities produced in Activity 6.0, and where appropriate the materials you used and even examples from the digital tool outcomes, should you have used any, in Unit 4 Forum(opens in a new tab).
Finally, read the contributions from your peers and comment constructively on the reflections posted by your fellow students.
To help you write your reflective account, you might want to have a look at our model answer.
Step D
A)
Once you have tried out your language learning activity and shared it with your peers, it will be useful to think about what you have learned from sharing your experience and ideas with your fellow students. You might want to note down some key points in your Reflective Learning Log. Some aspects for reflection you may want to consider:
- What aspects of your fellow students' teaching worked well?
- Where did your peers see problem areas, and why did they think this was problematic?
- Were there any posts you particularly agreed or disagreed with and why?
- In previous units and tutorials, you have already considered criteria for best practice in social care. Revisit the reflective wheel of best practice and consider where you have developed further and which areas you want to address next.
This final step in activity 6.1 is specifically designed for you to contribute to the collaborative research project between The Open University and Lingo Flamingo.
In your Reflective Learning Log, make notes capturing your reflections during the study and application of content of this unit on the following aspects, which will be particularly important for the research project:
- your own learning journey applying the skills you are learning in this course in your care context, in particular:
- your motivation and confidence as you go through the course
- whether your relationships with your learners are changing due to the language learning
- any impact this learning has on your opinion of good care practice
- any views colleagues, your learners and/or families have shared regarding the language learning activities
- your observations on you senior learner(s)’ learning journey (the individual as well as the group), particularly:
- on their motivation for participating in this learning
- the impact the learning has on their overall confidence and participation in the sessions and the learning group (if there is one)
- aspects of how they learn and engage (for example you could share some relevant incidents during the language learning sessions and other examples)
Please note: This part of the application and reflection is NOT assessed and is primarily a tool for you to feed into our research whilst encouraging you to think more closely about your own learning journey and the wider impact of the language learning activities. Your tutors will read your entry and provide some brief comments, although the main focus here are your own insights and reflections.
7.0 Community Link: Royal Zoological Society of Scotland language learning packs
In this Unit you have explored multisensory learning and also looked at what digital learning might add to your work with senior learners.
The Royal Zoological Society of Scotland’s Science in the Language Class is an educational programme which provides resources that link language learning to RZSS conservation projects across the world, or to conservation breeding programmes within RZSS sites. RZSS language packs contain games and activities to engage pupils in learning about the wildlife from the various countries along with the language and culture of the countries. Language packs are available for Primary pupils, but can easily be adapted for learning with senior learners. For more information please see the RZSS website.
8.0 Further Engagement
Here are some resources for further engagement for you to study some of the aspects you have come across in this unit in more depth.
This page on the use of aromatherapy when caring for people with dementia provides more information on scents that can be beneficial with people with dementia with a focus on a range of contexts and situations. Available at https://www.dementiauk.org/aromatherapy/ (accessed 24/08/2025)
Ramachandran C, Quirin KW, Escalon E, Melnick SJ. Improved neuroprotective effects by combining Bacopa monnieri and Rosmarinus officinalis supercritical CO2 extracts. J Evid Based Complementary Altern Med. 2014 Apr;19(2):119-27. doi: 10.1177/2156587214524577.
Pengelly A, Snow J, Mills SY, Scholey A, Wesnes K, Butler LR. Short-term study on the effects of rosemary on cognitive function in an elderly population. J Med Food. 2012 Jan;15(1):10-7. doi: 10.1089/jmf.2011.0005.
Jimbo D, Kimura Y, Taniguchi M, Inoue M, Urakami K. Effect of aromatherapy on patients with Alzheimer’s disease. Psychogeriatrics. 2009 Dec;9(4):173-9. doi: 10.1111/j.1479-8301.2009.00299.x.
Ball LJ, Shoker J, Miles JN. Odour-based context reinstatement effects with indirect measures of memory: the curious case of rosemary. Br J Psychol. 2010 Nov;101(Pt 4):655-78. doi: 10.1348/000712609X479663.
Moss M, Cook J, Wesnes K, Duckett P. Aromas of rosemary and lavender essential oils differentially affect cognition and mood in healthy adults. Int J Neurosci. 2003 Jan;113(1):15-38.
Moss, M., Smith, E., Milner, M., McCready, J. (2018) Acute ingestion of rosemary water: Evidence of cognitive and cerebrovascular effects in healthy adults. Journal of Psychopharmacology, vol. 32, no. 12, pp. 1319-1329 [Online]. Available at https://researchportal.
Vance, D. (2003), Implications of Olfactory Stimulation in Activities for Adults with Age-Related Dementia In: Activities, Adaptation and Aging, vo. 27, pp. 17 – 25. Available at https://www.tandfonline.com/doi/abs/10.1300/J016v27n02_02 (accessed 24/08/2025)
To find out more about the links between memory and learning, see the extract on memory and learning concepts from from Bailey and Pransky’s book Memory at work in the classroom: https://ascd.org/books/memory-at-work-in-the-classroom?chapter=five-core-memory-and-learning-concepts
This Help guide page provides useful ideas and practical steps for the memory enhancement to boost brain power at any age. Available at https://www.helpguide.org/articles/healthy-living/how-to-improve-your-memory.htm (accessed 24/08/2025)Free IT (information technology) support at home is available to older people and people with disabilities of any age via AbilityNet. Their volunteers can support people located anywhere in the UK. They are all disclosure-checked and can help with all sorts of IT challenges, from setting up new equipment, fixing technical issues, helping learners to stay connected with family and use online services. Further info is available here: https://abilitynet.org.uk/at-home/request-free-it-support-home (accessed 24/08/2025)
9.0 Unit 4 References
Bowlby, C. (1993) Therapeutic activities with persons disabled by Alzheimer's disease and related disorders. Gaithersburg, MD: Aspen.
DEEP (2014) Dementia words matter: Guidelines on language about dementia [Online]. Available at http://dementiavoices.org.uk/wp-content/uploads/2015/03/DEEP-Guide-Language.pdf (accessed 24/08/2025).
Dementia Engagement and Empowerment Project (DEEP) (n.d.) The UK Network for Dementia Voices [Online]. Available at https://www.dementiavoices.org.uk/about-deep/ (accessed 24/08/2025).
Dreher, B. B. (1997) Montessori and Alzheimer's: A partnership that works. American Journal of Alzheimer's Disease, no. 72, vol. 3, pp. 138-140
Germany: Multisensory teaching for improved learning results (Learning World: S5E25, 3/3) Maths through moving (2015) WISE Channel, 16 March [Online]. Available at https://www.youtube.com/watch?v=c9RH8rVBglg (accessed 24/08/2025).
Goldman, C. (2014) ‘Language can help the elderly cope with the challenges of aging, says Stanford professor’, Stanford Report, 30 June [Online]. Available at https://medicalxpress.com/news/2014-07-language-elderly-cope-aging-stanford.html (accessed 24/08/2025).
Hearing Loss & Dementia officially linked(2017) Harley St Hearing, YouTube 24 July [Online]. Available at https://www.youtube.com/watch?v=WnLuLv2Pe_s (accessed 24/08/2025).
Hosie, R. (2017) Aromatic herb found to boost memory, Independent, 19 May [Online]. Available at https://www.independent.co.uk/life-style/health-and-families/rosemary-sales-surge-herb-boost-memory-holland-barrett-a7745231.html (Accessed 24/08/2025).
Judge KS, Camp CJ, Orsulic-Jeras S. (2000) Use of Montessori-based activities for clients with dementia in adult day care: Effects on engagement. American Journal of Alzheimer’s Disease. 15(1):pp. 42-46. [Online]. Available at https://journals.sagepub.com/doi/abs/10.1177/153331750001500105#articleCitationDownloadContainer (accessed 31 March 2025) doi:10.1177/153331750001500105
‘Language’ (n.d.) Cambridge Dictionary [Online]. Available at https://dictionary.cambridge.org/dictionary/english/language (accessed 24/08/2025).
‘Maria Montessori’ (n.d.) Britannica [Online]. Available at https://www.britannica.com/biography/Maria-Montessori (accessed 24/08/2025).
Montessori, changing the lives of people living with dementia (n.d) Montessori for Dementia [Online] Available at http://montessorifordementia.com.au/ (accessed 24/08/2025).
The Open University (n.d.) A guide to using Our Story and frequently asked questions [Online]. Available at https://wels.open.ac.uk/our_story/guidelines (accessed 24/08/2025).
The Open University (n.d) Suggestions for story making with children [Online]. Available at https://wels.open.ac.uk/our_story/story-making (accessed 24/08/2025).
The Open University (n.d.) Using Our Story with older people [Online]. Available at https://wels.open.ac.uk/our_story/older-people (accessed 24/08/2025).
Powell, D. (n.d.) FluentU Foreign Language Immersion Online [Online]. Available at https://www.fluentu.com/blog/foreign-language-games/ (accessed 24/08/2025).
PrOVIDe: Prevalence of Visual Impairment in Dementia (2016) The College of Optometrists [Online]. Available at https://www.college-optometrists.org/the-college/research/research-projects/provide-dementia.html (accessed 24/08/2025).
Science in the Language Class (n.d.) The Royal Zoological Society of Scotland RZSS [Online]. Available at https://learning.rzss.org.uk/course/view.php?id=52 (accessed 24/08/2025).
‘Rudolf Steiner’ (n.d) Britannica [Online]. Available at https://www.britannica.com/biography/Rudolf-Steiner (accessed 24/08/2025).
Times Tables Memory (n.d.) Timetables.co.uk [Online]. Available at https://www.timestables.co.uk/times-tables-memory.html (accessed 24/08/2025).
Tinder Foundation (2016) Dementia and Digital. Using technology to improve health and wellbeing for people with dementia and their carers [Online]. Available at https://www.housinglin.org.uk/_assets/Resources/Housing/OtherOrganisation/dementia_and_digital.pdf (accessed 24/08/2025).
Van Tulleken, C. (2015) What does rosemary do to your brain?, BBC, 14 July [Online]. Available at https://www.bbc.co.uk/news/magazine-33519453 (accessed 24/08/2025).
Walton, C. comment in: ‘Study suggests links between hearing loss and dementia - Alzheimer's Society comment’ (2017) Alzheimer’s Society, 7 December [Online]. Available at https://www.alzheimers.org.uk/news/2018-04-10/study-suggests-links-between-hearing-loss-and-dementia-alzheimers-society-comment (accessed 24/08/2025).
Acknowledgements
Every effort has been made to contact copyright holders. If any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity.
Grateful acknowledgement is made to the following sources:
Unit 4 image: Supplied by Rosi Mele, Lingo Flamingo
Unit 4, Activity 4.4, step a: Images in the model answer supplied by Rosi Mele, Lingo Flamingo