Frontmatter -- Contents -- Contributors -- Introduction: The Background -- Part 1. Foreign Language Learning in the Third Age -- 1. A Developmental Perspective on Third-Age Learning -- 2. Really Late Learners: Some Research Contexts and Some Practical Hints -- 3. The Interactional Challenge: L2 Learning and Use in the Third Age -- 4. Research on Second Language Acquisition in Old Adulthood: What We Have and What We Need -- 5. The Use of Indirect Language Learning Strategies by Third- Age Learners: Insights from a Questionnaire Study -- 6. Balance and Coordination vs Reading Comprehension in L2 in Late Adulthood -- 7. Compensatory Strategies in Senior Foreign Language Students -- Part 2. Foreign Language Pedagogy in the Third Age -- 8. Student Needs and Expectations Concerning Foreign Language Teachers in Universities of the Third Age -- 9. Identifying the Characteristics of Foreign Language Teachers Who Work with Senior Learners -- 10. Teaching English to Senior Students in the Eyes of Teacher Trainees -- 11. Enhancing Language Awareness in Migrants' Third Age to Promote Well-Being -- Concluding Comments and a Way Forward -- Index