Author: Agata Frankowska

A few reflections on teaching languages to people aged 60+

After the second international meeting for the „Get ready! English for 60+ people” project (KA 210-ADU), it struck me that in Poland, we are very much focused on the material results of projects, while the true strength of international activities, which we often undervalue, lies in inspiration and a change of perspective.

Our project focuses on teaching and learning English to people aged 60 and above, including those who have never learned it before. To be more precise, for the Karuzela Aktywności Foundation, these are individuals aged 70 and above. The project is developing video lessons and a curriculum designed to be helpful not only for professional English teachers but also for foreign language learning facilitators. Three organisations are implementing the project, only one of which is a professional language school: EOI Carlota Remfry from Linares, Spain. EOI hosted the second international meeting of the partner organisations. The Karuzela Aktywności Foundation and LUETEB, the other partner organisations, came to Linares to expand their knowledge of language teaching, including the use of digital tools.

In addition to working sessions, our meeting agenda also included participating in English classes for adults, led by EOI Carlota Remfry instructors. Here are a few inspirations and solutions that I’ve brought into courses with our students:

Using Quiz Apps for Exercises

This type of app introduces a new element of lightness and fun into classes. However, for students over 70, they are not easy to use. If each person is to use the app on their smartphone, most will need individual instruction. It seemed to me that learning how to use them was so complicated that it wasn’t worth the time. However, participating in the classes in Spain showed me that entire English lessons can be dedicated to learning how to use the apps, and only then solving a few quizzes. I can divide students into pairs or groups where those who are more tech-savvy can help; they can then use one smartphone together. I don’t expect students to use such apps independently at home, but we can use them together in class. For the students, it’s also a new and interesting experience. In more advanced groups, instructions can be given in the foreign language, which in itself is also a language learning element.

Presentations About Partner Countries and Locations

One group was tasked with preparing a presentation about the countries and locations of the partner organisations. The group was at an A2 level, so the task seemed difficult, mainly because when I think of a presentation, I imagine longer speeches and complex sentences. In class, I realised that such a presentation can consist of just three slides on selected topics, e.g., cuisine, most important landmarks, interesting traditions, or phrases from a given language.

I also thought this task would be difficult for the students due to the stress that might arise when discussing the culture with people from that country. But I was wrong. The students also prepared questions for us, asking for details or clarification. They handled this task very well. The instructor admitted that she had to temper their enthusiasm because their first attempts were very ambitious, at a language level higher than their current abilities.

I then thought that this was a great exercise, not only because the students had to find information themselves, but also because each of them had a topic to discuss with us. Even from an A1 level, you can build confidence in speaking a foreign language this way. It’s an incredibly satisfying experience when people from outside your own country understand you, even at an A1 level.

Foreign Language Volunteer and Language Games in Class

In one of the classes, in addition to us, there was a special guest – a volunteer from the USA. He co-led the class and invited all participants to the popular game „Never have I ever…”. Everyone had to complete the sentence and say something they had never done, choosing something common to them. Then the volunteer spoke with that person, asked questions, and encouraged others to do the same.

I must admit that this game brought a lot of naturalness and ease to the class, which everyone needs when speaking a foreign language. This experience inspired me not only to invite foreign guests to classes but also to use games and activities more widely that students are familiar with, but which we can play in English.

Creating Video Lessons as a Class Element

The meeting in Linares was also the premiere of a pilot video lesson prepared by EOI Carlota Remfry. The implementing team told us about the preparations and the entire process of creating the material. I must admit, this was the moment I believed we would succeed in creating video lessons with our students. I understood that it’s not about the „actors” speaking perfect English – there are plenty of such materials. It’s about them speaking naturally, like Italians or Spaniards, because people going on mobilities most often interact with people who have also learned English as a second language and not necessarily at a C level.

Before the meeting, I treated lesson creation as an additional activity, carried out alongside regular classes. After the meeting, I understood how to incorporate the process of creating them into the curriculum itself.

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The meeting took place between November and December 2024 as part of the “Get ready! English for 60+ people” project in Linares, Spain. The project is implemented in a partnership of three organisations – the Karuzela Aktywności Foundation from Lublin, the LUETEB University of the Third Age from Satriano di Lucania, Italy, and the EOI Carlota Remfry language school from Linares, Spain. Through our joint activities, we focus on sharing experiences related to adult education in senior and intergenerational groups.

Project funded by the EU. Views and opinions expressed are, however, those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Autorka: Agata Frankowska

Kilka ciekawy rozwiązań na zajęcia języka angielskiego z seniorami.

Po drugim spotkaniu międzynarodowym w ramach projektu „Get ready! English for 60+ people” (KA210-ADU), uderzyła mnie refleksja, że w Polsce jesteśmy bardzo mocno nastawieni na materialne rezultaty projektów, a siła działań międzynarodowych, której często nie doceniamy, leży w inspiracjach i zmianie punktu widzenia.

Nasz projekt dotyczy nauczania i uczenia się języka angielskiego przez osoby 60+, w tym także te, które nigdy wcześniej się go nie uczyły. Jeśli miałabym być bardziej precyzyjna – w przypadku Fundacji Karuzela Aktywności są to osoby 70+. W ramach projektu powstają wideo lekcje oraz program nauczania, które mają być pomocne nie tylko dla profesjonalnych nauczycieli języka angielskiego, ale także dla facylitatorów uczenia się języka obcego. Projekt realizują trzy organizacje, z których tylko jedna jest profesjonalną szkołą językową – to EOI Carlota Remfry z Linares w Hiszpanii. EOI było organizatorem drugiego międzynarodowego spotkania organizacji partnerskich. Fundacja Karuzela Aktywności oraz LUETEB, czyli pozostałe organizacje partnerskie, przyjechały do Linares, by poszerzyć swoją wiedzę na temat nauczania języków, w tym wykorzystania narzędzi cyfrowych.

W programie naszego spotkania, oprócz sesji roboczych, zaplanowano także uczestnictwo w zajęciach języka angielskiego dla dorosłych, prowadzonych przez lektorów EOI Carlota Remfry. Oto kilka inspiracji i rozwiązań, które przeniosłam na zajęcia z naszymi słuchaczami:

Wykorzystywanie aplikacji quizowych do ćwiczeń

Tego rodzaju aplikacje wprowadzają do zajęć nowy element – lekkości i zabawy. Dla uczniów 70+ jednak nie są łatwe w obsłudze. Jeśli każda osoba ma korzystać z aplikacji na swoim smartfonie, większość będzie potrzebować indywidualnego instruktażu. Wydawało mi się, że nauka obsługi jest na tyle skomplikowana, że szkoda na nią czasu. Jednak udział w zajęciach w Hiszpanii pokazał mi, że całe lekcje języka angielskiego mogą być poświęcone nauce obsługi aplikacji, a dopiero później rozwiązaniu kilku quizów. Mogę podzielić uczniów na pary lub grupy, w których znajdą się osoby lepiej radzące sobie z technologią – wtedy mogą wspólnie korzystać z jednego smartfona. Nie liczę na to, że uczniowie będą samodzielnie korzystać z takich aplikacji w domu, ale na zajęciach możemy z nich korzystać razem. Dla słuchaczy to także nowe i ciekawe doświadczenie. W grupach bardziej zaawansowanych instruktaż można przeprowadzić w języku obcym, co samo w sobie również stanowi element nauki języka.

Prezentacje o krajach i miejscowościach organizacji partnerskich

Jedna z grup miała za zadanie przygotować prezentację o krajach i miejscowościach partnerskich organizacji. Grupa była na poziomie A2, więc zadanie wydawało się trudne – głównie dlatego, że myśląc o prezentacji, wyobrażam sobie dłuższe wypowiedzi i złożone zdania. Na zajęciach przekonałam się, że taka prezentacja może zawierać zaledwie trzy slajdy na wybrane tematy, np. kuchnia, najważniejsze zabytki, interesujące tradycje lub zwroty z danego języka.

Wydawało mi się również, że to zadanie będzie dla słuchaczy trudne ze względu na stres, który może pojawić się, gdy mówią o kulturze do osób z tego kraju. Ale myliłam się. Słuchacze przygotowali też pytania do nas, pytając o szczegóły lub prosząc o wyjaśnienia. Bardzo dobrze poradzili sobie z tym zadaniem. Lektorka przyznała, że musiała studzić ich zapał, bo pierwsze prace były bardzo ambitne – na poziomie językowym wyższym niż ich aktualne możliwości.

Pomyślałam wtedy, że to było świetne ćwiczenie nie tylko dlatego, że uczniowie musieli samodzielnie szukać informacji, ale także dlatego, że każdy z nich miał temat do rozmowy z nami. Już od poziomu A można w ten sposób budować pewność siebie w mówieniu w języku obcym. To niesamowicie satysfakcjonujące doświadczenie, gdy zrozumieją Cię nie tylko osoby z Twojego kraju – nawet na poziomie A.

Obcojęzyczny wolontariusz i zabawy językowe na zajęciach

Na jednych z zajęć, oprócz nas, obecny był gość specjalny – wolontariusz z USA. Współprowadził zajęcia i zaprosił wszystkich uczestników do popularnej zabawy „Never have I ever…”. Każdy miał dokończyć zdanie i powiedzieć, czego nigdy nie robił, wybierając coś popularnego. Następnie wolontariusz rozmawiał z daną osobą, zadawał pytania i zachęcał innych do ich zadawania.

Muszę przyznać, że ta zabawa wprowadziła do zajęć dużo naturalności i swobody, których każdy potrzebuje, mówiąc w obcym języku. To doświadczenie zainspirowało mnie nie tylko do zapraszania gości obcojęzycznych na zajęcia, ale także do szerszego stosowania gier i zabaw, które słuchacze znają, ale w które możemy grać po angielsku.

Tworzenie lekcji wideo jako element zajęć

Spotkanie w Linares było też premierą pilotażowej lekcji wideo przygotowanej przez EOI Carlota Remfry. Zespół realizujący opowiedział nam o przygotowaniach i całym procesie powstawania materiału. Muszę przyznać, że to był moment, w którym uwierzyłam, że uda nam się stworzyć własne lekcje wideo z naszymi słuchaczami.

Zrozumiałam, że nie chodzi o to, by „aktorzy” perfekcyjnie mówili po angielsku – takich materiałów jest mnóstwo. Chodzi o to, by mówili naturalnie, tak jak Włosi czy Hiszpanie, bo przecież osoby wyjeżdżające na mobilności najczęściej kontaktują się z ludźmi, którzy również uczyli się angielskiego jako drugiego języka i niekoniecznie na poziomie C.

Przed spotkaniem traktowałam tworzenie lekcji jako dodatkową aktywność, realizowaną obok regularnych zajęć. Po spotkaniu zrozumiałam, jak włączyć sam proces ich tworzenia w program zajęć.

Spotkanie odbyło się na przełomie listopada i grudnia 2024 roku w ramach projektu “Get ready! English for 60+ people” w Linares, w Hiszpanii. Projekt jest realizowany w partnerstwie, które tworzą trzy organizacje – Fundacja Karuzela Aktywności z Lublina, Uniwersytet Trzeciego Wieku LUETEB z Satriano di Lucania we Włoszech oraz szkoła językowa EOI Carlota Remfrey z Linares w Hiszpanii. W ramach wspólnego działania skupiamy się na dzieleniu się doświadczeniami związanymi z edukacją dorosłych w grupach seniorów i międzypokoleniowych. 

Projekt sfinansowany ze środków UE. Wyrażone poglądy i opinie są jedynie opiniami autora lub autorów i niekoniecznie odzwierciedlają poglądy i opinie Unii Europejskiej lub Europejskiej Agencji Wykonawczej ds. Edukacji i Kultury (EACEA). Unia Europejska ani EACEA nie ponoszą za nie odpowiedzialności.

UDL and AI in teaching foreign languages to people 60+

By Isabel Montes García (coord.), Rocío Rodríguez Ruíz, Miriam Huertas Arcos, María José Gámez Cruz, Óscar Castro Muñoz, Carmen García Cárceles, teachers at EOI Carlota Remfry (Linares, Spain) – Erasmus+ Partner, „GET READY 60+” Project

Local roots, European impact: How GET READY 60+ has enriched our school

The GET READY 60+ project has been a turning point for our school, EOI Carlota Remfry (public lifelong language learning school) in Linares (Spain) [www.eoicarlotaremfry.net]. It has allowed our teachers and learners to co-create materials with real impact, resources that will be used across Europe to teach English to senior adults at beginner levels (A1–A2). During the school year 2025-2024, as part of our dissemination activities, we will work with local and district adult learning institutions and NGOs to help them implement these video lessons and we will use the materials with senior students in our school and other similar schools in our district (Jaén province, in Andalusia).

One of the most meaningful outcomes? Our students —many of them over 60 themselves— became the protagonists of a series of educational videos now used in Italy, Poland, and beyond. The experience gave learners confidence, purpose, and visibility. They were no longer just language learners—they were cultural ambassadors and content creators.

Our learners stepped in front of the camera with courage and pride. They saw their voices—and their accents—as valuable contributions to language education across borders.

Investing in the future: infrastructure, media, and innovation

Beyond its impact on methodology and learner motivation, the project has been instrumental in renewing and expanding our school’s digital infrastructure. With the financial support provided, we have invested in essential tools to enhance both accessibility and creativity in the classroom. These include microphones and hearing aids to support inclusive learning environments, as well as high-quality cameras, lighting equipment, and a green screen to enable professional-level video production. We have also upgraded our editing software and devices to facilitate learner-led media projects and creative exploration.

At the heart of this transformation is a new audiovisual space, soon to become a multilingual radio and video studio. Designed as a dynamic hub for language learning, this studio will empower students of all ages to take an active role in content creation. Learners will be able to record roleplays and podcasts in English, French, and German, produce interviews or video diaries focused on local history and intercultural dialogue, and collaborate on intergenerational media projects featuring subtitles, AI narration, or image-based prompts. The studio will also provide a space for developing mediation tasks and peer-teaching materials aligned with certification goals.

We are convinced that language learning should be visible, audible, and shared. This new studio will help us shift from traditional models of language education to more participatory, creative, and future-ready practices—turning learners into producers, and classrooms into storytelling communities.

Language learning doesn’t stop at grammar—it begins with connection. And connection starts when we give learners the tools to speak, record, create, and be heard.

A new chapter in lifelong learning: Artificial Intelligence (AI) and Universal Design for Learning (UDL).

At EOI Carlota Remfry, a public lifelong language learning school in Andalusia (Spain), our classrooms host learners aged 14 to 84. With the GET READY 60+ project, we embraced two powerful allies for inclusive education: 

These tools are often at the center of a lively debate: Will AI replace human teachers? In our experience, the answer is clear—no. AI can support, extend, and personalize language learning, but it cannot replace the empathy, encouragement, and spontaneity that human educators bring to the process. Especially for older adults learning English at A1–A2 level, often for the first time, what matters most is a human presence that listens, smiles, and adapts. AI doesn’t replace teachers—it helps us unlock potential that might otherwise remain hidden.

With the right tools, older learners don’t just keep up—they lead.

Senior learners often arrive in the classroom with high motivation, but also with unique needs. Some face age-related changes in memory, hearing, or vision. Others may feel insecure about their digital skills or believe that language learning is “too difficult” at their age. Recognizing these emotional and cognitive barriers is the first step toward creating inclusive and welcoming learning environments. The table below outlines some of the most common challenges we encounter in our classrooms.

Challenge	What it looks like in the classroom
Memory or concentration difficulties	Learners forget key words quickly or struggle to follow multi-step instructions
Hearing or vision changes	Difficulty understanding audio recordings or reading small print in worksheets
Low confidence with digital tools	Anxiety when using tablets, platforms, or logging into digital tools
Fear of “not being good at languages”	Learners hesitate to speak, worry about mistakes, or feel “too old” to succeed

This is where Universal Design for Learning (UDL) becomes a game-changer. Rather than adapting later, UDL invites us to design learning experiences that are inclusive from the start. By offering content in multiple formats, engaging learners through personally meaningful tasks, and allowing different ways of expressing knowledge, we can reach every learner, regardless of age, background, or confidence level. 

The following table presents the UDL principles we apply in the GET READY 60+ project, along with practical classroom examples.

UDL principle	Strategy applied	Example in class
Multiple means of representation	Use of visual, audio, and bilingual materials to support understanding	Subtitled videos, bilingual glossaries, printed key phrases with icons
Multiple means of engagement	Motivation through relevance, emotional connection, and pacing	Asking about personal travel stories, using images of familiar situations
Multiple means of expression	Learners show knowledge in different ways	Roleplays, drawing, using gestures, recording simple dialogues with voice tools

Our learners don’t take tests. They role-play, mediate, and connect.

AI in action: inclusion, not complexity

In the GET READY 60+ project, we don’t use AI for the sake of innovation—we use it alongside familiar, low-tech tools to serve learners with diverse needs and preferences. What matters is not whether a tool is digital or traditional, but whether it supports understanding, engagement, and expression.

Our approach blends simple printed resources, hands-on activities, and AI tools that encourage senior learners to feel creative, autonomous, and connected. Below is a selection of both regular and AI-enhanced tools we use regularly in class.

If a tool doesn’t support inclusion, empowerment, or interaction, it’s not worth using.

AI helps us amplify human connection, not replace it. From pronunciation support to creative dialogue building, the right tools allow senior learners to create, not just consume. This encourages confidence, digital curiosity, and self-expression. Below is a snapshot of the AI tools we use most, and how they serve our pedagogical goals.

Example tool / Platform	Purpose	Example in class
Printed flashcards and bilingual glossaries	Visual reinforcement and vocabulary retention	Learners match food images with bilingual labels after the „At the Café” video
Role-play kits with realia (menus, tickets)	Build functional speaking skills through active use	Students simulate a hotel check-in using printed props and sentence starters
Text-to-Speech tools (NaturalReader, Voice Dream)	Support pronunciation and auditory access	Learners listen and repeat key travel expressions using natural voice options
Voice recording apps (Vocaroo, Google Voice Typing)	Encourage self-expression and speaking fluency	Students record and reflect on a short description of their last trip
ChatGPT (guided use)	Co-create and correct dialogues; explore polite expressions	Learners input and refine a restaurant dialogue, then role-play in pairs
Image generators (Canva AI, DALL·E)	Stimulate storytelling and descriptive vocabulary	Learners describe an AI-generated travel image, then create a dialogue about it
Wordwall / Quizizz (AI templates or custom)	Gamify review and consolidate language learning	Learners play a memory game with transport-related expressions

Helping non-professional teachers succeed

In many adult education settings, the facilitators aren’t always formally trained teachers. They might be volunteers, community leaders, or bilingual friends who want to lend a hand. This is where AI can step in to offer practical and easy-to-use support.

For instance, AI can help them generate complete lesson plans in just minutes, starting from any topic, so they don’t have to begin from scratch. It also allows them to simplify texts using tools like Diffit.me, adapting materials to different literacy levels and making content more accessible.

AI makes it easy to create a variety of learning materials, too (flashcards, glossaries, or visual prompts), especially with tools like Canva AI that help illustrate and reinforce vocabulary or key ideas. On top of that, they can quickly adjust the tone, vocabulary, or cultural references using ChatGPT, making the content feel more relevant and tailored to their specific learners.

And perhaps most importantly, AI helps them reuse and adapt materials week after week with minimal effort, freeing up time to focus on guiding and supporting their learners during sessions.

AI gives non-professional educators the power to build inclusive materials without advanced tech or pedagogical skills.

This means facilitators can focus on human connection, encouragement, and presence—the things learners truly need.

The power of intergenerational learning

At our school, we believe deeply in the value of intergenerational exchange. That’s why we bring senior learners together with younger participants in conversation circles, collaborative tasks, and storytelling sessions. These encounters are enriched by the thoughtful use of AI, which offers neutral prompts — such as images, short texts, or voice recordings — to spark meaningful dialogue and shared reflection.

The tools themselves become a common ground, inviting both generations to explore and learn together. Seniors contribute their life experience, wisdom, and often captivating stories, while younger learners bring their confidence with technology and digital tools. This mutual support not only enhances language learning but also fosters empathy, patience, and genuine respect across generations.

Where we’re going next

The GET READY 60+ project has reaffirmed a powerful truth: Learning is ageless. Inclusion is intentional. AI is a tool, but connection is the goal.

Our ongoing commitments:

• Ethical use of AI in adult education
• Applying UDL as a mindset, not a method
• Celebrating intergenerational learning
• Promoting learner confidence over correctness
•  

We don’t teach grammar for exams. 

We teach language for life.

Join the Conversation!

Have you used AI in adult education?Do you work with older learners or volunteer teachers?

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible