Calls to diversify second language acquisition (SLA) (e.g., Ortega, 2013) have led to increased interest in multilingualism and inclusion of groups less represented in samples of university students, such as individuals at older ages. Nevertheless, we still have more questions than we do answers. This article outlines a research agenda targeting older adult language learning and multilinguals at older ages, both in and beyond the classroom. Since a key difference between young and older adults is cognitive aging, I follow a cognitive approach, focusing on how individual differences in cognition may affect language and vice versa, and how relevant sociocultural factors add to the interplay between language and cognition. Notably, this is not always a story of decline and deficits, but instead of both strengths and weaknesses that differ from those of young adults.

中文翻译：

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老年人的多种语言：认知视角的研究议程

呼吁使第二语言习得 (SLA) 多样化（例如，Ortega，2013 年）已导致对多语言学习的兴趣增加，并增加了大学生样本中代表性较少的群体的兴趣，例如年龄较大的个体。尽管如此，我们的问题仍然多于我们的答案。本文概述了一项针对老年人语言学习和多语言学习的研究议程，包括课堂内外。由于年轻人和老年人之间的一个关键区别是认知老化，我采用认知方法，关注认知中的个体差异如何影响语言，反之亦然，以及相关的社会文化因素如何增加语言和认知之间的相互作用。值得注意的是，这并不总是一个衰退和赤字的故事，