Unit 4: The Power of Language

Class of Senior Learners

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. 

1. Take a moment to consider your own take on this. What are the implications of describing people in this way? How can language shape our perception of learners with dementia? Take a note in your learning diary. Then read our model answer.

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.

2. Read this DEEP Words Matter language guide to find out more about the recommendations that a group of people living with dementia have made about how language should be used when referring to the condition. 

3. Consider how you describe your learners and the mental or physical hurdles or barriers they experience.  Are there ways to describe them that might be even more inclusice and sensitive?  How do they describe themselves? Make notes in your learning diary on how this may affect your future practice. You may even want to formulate some concrete plans on language choices or steps in this respect, i.e. you could share the DEEP Words Matter factsheets with colleagues in the staff room.