Language Learning for People Living with Dementia and Their Caregivers: Feasibility and the Quality of Experience
Abstract
:1. Introduction
1.1. Effects of Bi/Multilingualism and Language Learning on Cognitive Ageing
1.2. Language Learning for People Living with Dementia (PLWD)
1.3. The Present Study
2. Method
2.1. Recruitment of Centres Where the Courses Were Held
2.2. Language Courses
2.3. Participants
2.4. Procedure
2.4.1. Focus Groups and Interviews
2.4.2. Qualitative Data Analysis
3. Results
3.1. Thoughts and Knowledge about LL and Previous Experience with LL
3.1.1. Pre-Course
“The initial reaction is that it must be a challenge to someone trying to learn a new language, where they are having difficulty with language at present. […] I simply view it as if it is a program which improves the quality of life of the individual concerned, then it must be a very positive thing. If, on the other hand, it ends up confusing them or adding to their confusion that people are feeling, that might not be such a positive outcome (MT).”
3.1.2. Post-Course
3.2. Overall Course Perception
3.2.1. Pre-Course—Expectations
“What we are doing here, but coming here? Well to learn to umm keep understanding words and say them, rather than umm forgetting and ignoring it. So that’s one of my problems anyway. I am not efficient enough at eh, and that’s what causes it, this ehh d- d- dementia, I think. […] Yes, I would like to be better at that [word recall and production], bring it. I mean it was obviously okay a few years okay, but umm when I think of it, it could get worse (LY).”
“I think it’s all about enjoyment and quality of life and finding new things that you are comfortable with that also might help keep everything working. […] So, from my point of view, from trying to help dad I think this is, you know, if I can aid that in anyway, that is a good thing. That would be a very positive outcome for me, I think (AY).”
3.2.2. Post-Course—Satisfaction
3.3. Learning Materials and Homework/Tutor and Teaching Style
3.3.1. Pre-Course
3.3.2. Post-Course
“First of all, at a very basic level, the size of the font that has been used is good for people of our age. […] there’s nothing more, em, off putting than getting a dense workbook and it’s all in size 8 font […] the fact that you’ve got a book you’re working through… it focuses you on what you were doing. And you can take, if you were looking at something, you’re like, ‘oh yeah, I remember the week we were doing that’, and you can take that bit out and have a look at it. So, I think the way in which the way the materials we are using have been assembled has been well thought out (ML).”
“I tend to look at things once I’m home just to remember the context, which is recent. And that seemed to work reasonably well. So, I think the, the balance between the amount of, eh, revision that was required and the information we were given, eh, was, was good (ML).”
- PLWD also appreciated the activities employed: “I thought the activities were well chosen. Variety (ML)”.
“[…] the first impression of what is about to happen is not strict, it is not draconian, it is not ehh, it’s not going to place undue pressure on them… it’s not like a classroom […] It’s not, ’right, today we are doing six verbs and you have to learn them’ (IR).”
“Everybody was learning the same…one of the best things, [tutor’s name] I thought was brilliant, but one of the best things was that if people weren’t quite getting something, she didn’t labour it. You know, if there was something that, you know, was proving to be tricky, then we moved on. So, we did it for a little bit but we didn’t, there was no labouring it, there was no, people didn’t feel, I didn’t think they were made to look like they were struggling (TC).”
- Managers also appreciated the variety of the activities, saying,
“[…] I think also, because of the enthusiasm and the variety of themes and topics explored, umm, you know, if if you are getting tired of the words and the language, it’s not long before you get another different stimulus coming up in terms of the music and the pictures (IR)”,
She did show a piece of film one day, yes. It was good, that variety, I think they liked that. “[…] When, umm, attention span is short, moving, you know, onto the different things, I think that was very helpful (TC).”
3.4. Course Duration and Frequency
3.4.1. Pre-Course
3.4.2. Post-Course
“I don’t know, on the fence, once or twice a week. I think it was a reasonable time and duration. Eh, I would quite like it to be a wee bit longer, but I tend to get stressed a wee bit. I get tired (MN).”
“at the outset, I thought an hour and a half is quite a long time. And I wasn’t sure how people would be with a lesson at an hour and a half. But it, now I think people were tired afterwards, they said they were tired afterwards, but they participated right through, there wasn’t really any flagging, I didn’t feel […] And the time did seem to go quickly (TC).”
3.5. Social Interaction
3.5.1. Pre-Course
3.5.2. Post-Course
“I think that’s that’s probably if, you know if not as powerful, if not the most powerful element of these courses is that we have, this is the third time we’ve brought together individuals that have never met one another before. They have bonded through laughter, they have bounded through the the shared attempts to learn a language. Ehrm they have a lot of common ground to discuss afterwards at the lunch. There’s, you know, there’s a number of carers going through the same thing as another. So there’s a, there’s a natural support function that comes umm during the courses and after the courses. And friendships, ehh, actually are formed (IR).”
“they relaxed with each other, and they relaxed with us. I didn’t know everybody that was in the group, before they came…I think they obviously, they said they felt comfortable, but they appeared to feel comfortable because their behaviour changed and that way they interacted changed as well. And really in quite a short time, it’s only been a few weeks. So yeah, they’ve kind of come together (TC).”
“And somebody had made a point, and I’d heard this a few times, about ’we are all in it together’. So, I think, I think that’s something people kind of felt ’oh I might be finding it hard, but I know everyone is the same, and we are all, kind of, yeah’ I think [name] made mention of that, about the company and the companionship. I think maybe a couple of them did. I mean you can see, I think you can see that (TC).”
3.6. Stress
Post-Course
“there’s no sense of pressure or anything like that. It’s a relaxing environment, and we’re all starting from the same point, i.e., nothing. […] This is a bright, comfortable environment. The people were working with, umm, both on this side of the table and that side of the table are absolutely as one, eh, no one is trying to score points or make you feel that you’re under pressure in anyway, eh, which sometimes happens in learning (ML).”
“I think as well as the fear of, emm, learning a language in school was really stressful, there is the actually, doing most things is really stressful and this is something new. So, this could be even more stressful. So, I think that’s, you know, maybe part of the anxiety that people have before they come. And yet, they came so, I’m so admiring of them. Because I think it is difficult for people to come (TC).”
3.7. Tutor versus Computer
Post-Course
3.8. Most Difficult Aspects of the Course
Post-Course
“[PLWD’s name] found that very difficult too, she needed quite a bit of one-to-one support to manage that. She did [manage it], but she needed quite a bit. So that’s quite interesting. That’s the sequencing, the putting together. […] it was putting them together, two things to make a sentence. […] So, it was, it wasn’t the phrases. Cause they had all the phrases independently. But the matching, that seemed to be tricky (TC).”
3.9. Logistics
Post-Course
3.10. Other Outcomes: Memories and Achievement
Post-Course
PLWD
“I was sitting at home, and I opened up the book, and I just saw the map on one side, and it was the map of Italy. And, umm, I thought, I could, I, it, it, I felt I could, it had a memory. But I couldn’t bring it forward into my brain. So, I carried on just looking at the other pages, and then it suddenly clicked into me that this map of Italy was where my husband and I had been, umm, we had six holidays in Italy and abroad. And I had totally forgotten them (ND).”
“From our perspective what it means, what it meant for the last group and definitely what it will mean for this group, is that we can then introduce other therapies and interventions to exactly that cohort […] it further enhances our our centre and it further enhances exactly why this building is here. Umm and and the mantra of people not living alone is fulfilled (IR).”
3.11. Suggestions
Post-Course
3.12. Drop out Reasons
Post-Course
3.13. One-Year Follow-Up Interviews with DRC Managers
“[…] but certainly the things which might be considered spinoff benefits like the friendships and like the support that we observed people giving to each other during the course. I think that those things in themselves gave great value to doing the course… actually I think that, you know, those are probably the things that have been the greatest benefit to people (TC).”
4. Discussion
Limitations and Future Directions
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Quotes Summaries
Location | n | Participant Type | n | Session | n |
---|---|---|---|---|---|
Helensburgh | 66 | PLWD | 51 | S1 | 29 |
Kilmarnock | 51 | Carer | 36 | S2 | 83 |
Manager | 30 | 1-Year follow-up | 5 |
PLWD | n |
---|---|
ML | 14 |
ND | 6 |
MN | 11 |
LY | 10 |
NT | 0 |
NY | 4 |
IN | 1 |
ON | 0 |
NE | 0 |
BN | 0 |
JN | 4 |
SS | 1 |
Total | 51 |
Carers | n |
AY | 1 |
MT | 2 |
EN | 11 |
TN | 11 |
NN | 4 |
AN | 4 |
AS | 3 |
Total | 36 |
Managers | n |
TC | 18 |
IR | 12 |
Total | 30 |
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Participant Group | ID | Gender | Age | Location | FG Attendance |
---|---|---|---|---|---|
PLWD | |||||
MN | Male | 79 | Helensburgh | FG 1 and FG 2 | |
ND | Female | 73 | Helensburgh | FG 1 and FG 2 | |
LY | Female | 78 | Helensburgh | FG 1 and FG 2 | |
NT | NA | NA | Helensburgh | FG 1 | |
NY | Male | 73 | Helensburgh | FG 1 | |
ML | Male | 66 | Helensburgh | FG 1 and FG 2 | |
NE | Male | 81 | Kilmarnock | FG 1 | |
JN | Male | 74 | Kilmarnock | FG 2 | |
BN | Male | 59 | Kilmarnock | FG 1 | |
ON | Male | 76 | Kilmarnock | FG 1 and FG 2 | |
IN | Male | 81 | Kilmarnock | FG 1 and FG 2 | |
SS | Male | 72 | Kilmarnock | FG 2 | |
Family Carers | |||||
MT | NA | NA | Helensburgh | FG 1 | |
AY | Female | 36 | Helensburgh | FG 1 | |
AN | Female | 72 | Kilmarnock | FG 2 | |
EN | Female | 76 | Kilmarnock | FG 1 and FG 2 | |
TN | Female | 80 | Kilmarnock | FG 1 and FG 2 | |
NN | Female | 58 | Kilmarnock | FG 1 | |
AS | Female | 71 | Kilmarnock | FG 2 |
Themes | FG Pre-Course | FG Post-Course | Interview Post-Course (DRC) |
---|---|---|---|
1. Thoughts and knowledge about LL and previous experience with LL | ✓ | ✓ | |
2. Overall course perception (expectations/satisfaction) | ✓ | ✓ | ✓ |
3. Learning materials and homework/tutor and teaching style | ✓ | ✓ | ✓ |
4. Course duration and frequency | ✓ | ✓ | ✓ |
5. Social interaction | ✓ | ✓ | ✓ |
6. Stress | ✓ | ✓ | |
7. Tutor versus computer | ✓ | ✓ | |
8. Difficult aspects | ✓ | ✓ | |
9. Logistics | ✓ | ✓ | |
10. Other outcomes: memories and achievement | ✓ | ✓ | |
11. Suggestions | ✓ | ✓ | |
12. Drop out reasons | ✓ |
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Vega-Mendoza, M.; Norval, R.S.; Blankinship, B.; Bak, T.H. Language Learning for People Living with Dementia and Their Caregivers: Feasibility and the Quality of Experience. Healthcare 2024, 12, 717. https://doi.org/10.3390/healthcare12070717
Vega-Mendoza M, Norval RS, Blankinship B, Bak TH. Language Learning for People Living with Dementia and Their Caregivers: Feasibility and the Quality of Experience. Healthcare. 2024; 12(7):717. https://doi.org/10.3390/healthcare12070717
Chicago/Turabian StyleVega-Mendoza, Mariana, Robbie S. Norval, Brittany Blankinship, and Thomas H. Bak. 2024. "Language Learning for People Living with Dementia and Their Caregivers: Feasibility and the Quality of Experience" Healthcare 12, no. 7: 717. https://doi.org/10.3390/healthcare12070717