PDF(Pubmed)
Abstract：
BACKGROUND: A body of research from around the world has reported positive effects of bilingualism on cognitive ageing and dementia. However, little is known about whether foreign language learning could be applied as an intervention for people already living with dementia. Yet, before it is possible to determine the efficacy of language courses as an intervention for people living with dementia (PLWD), it is necessary to establish whether such an intervention is feasible. Our study explored this possibility.
METHODS: We conducted an exploratory study to examine the feasibility and tolerability of 2-week Italian beginner courses for PLWD in early stages and their family carers in two Scottish Dementia Resource Centres (DRCs). The courses were delivered by trained tutors from Lingo Flamingo, a social enterprise specialising in language teaching for older learners and learners with dementia. Twelve PLWD and seven carers participated in the study. Focus groups preceded and followed the courses. Additional post-course open interviews with the DRC managers were conducted, with a follow-up via telephone approximately one year later.
RESULTS: Qualitative content analysis resulted in 12 themes, 5 reflected in the interview schedule and 7 arising from the focus groups and interviews. Overall, the courses were perceived positively by PLWD, carers, and DRC managers, although a few logistically and linguistically challenging aspects were also mentioned. The courses were found to positively impact both the individual by increasing self-esteem and producing a sense of accomplishment as well as the group by creating a sense of community. Notably, no adverse effects (in particular no confusion or frustration) were reported.
CONCLUSIONS: The positive outcomes of our study open a novel avenue for future research to explore foreign language training in dementia as an intervention and its implications.
METHODS: We conducted an exploratory study to examine the feasibility and tolerability of 2-week Italian beginner courses for PLWD in early stages and their family carers in two Scottish Dementia Resource Centres (DRCs). The courses were delivered by trained tutors from Lingo Flamingo, a social enterprise specialising in language teaching for older learners and learners with dementia. Twelve PLWD and seven carers participated in the study. Focus groups preceded and followed the courses. Additional post-course open interviews with the DRC managers were conducted, with a follow-up via telephone approximately one year later.
RESULTS: Qualitative content analysis resulted in 12 themes, 5 reflected in the interview schedule and 7 arising from the focus groups and interviews. Overall, the courses were perceived positively by PLWD, carers, and DRC managers, although a few logistically and linguistically challenging aspects were also mentioned. The courses were found to positively impact both the individual by increasing self-esteem and producing a sense of accomplishment as well as the group by creating a sense of community. Notably, no adverse effects (in particular no confusion or frustration) were reported.
CONCLUSIONS: The positive outcomes of our study open a novel avenue for future research to explore foreign language training in dementia as an intervention and its implications.
摘要：
背景：来自世界各地的研究报告了双语对认知老化和痴呆的积极影响。然而,对于外语学习是否可以作为已经患有痴呆症的人的干预措施，人们知之甚少。然而，在确定语言课程作为痴呆症患者（PLWD）干预措施的有效性之前，有必要确定这种干预是否可行。我们的研究探索了这种可能性。
方法：我们进行了一项探索性研究，以检查在两个苏格兰痴呆症资源中心（DRC）中，在早期阶段对PLWD进行为期2周的意大利初学者课程及其家庭照顾者的可行性和耐受性。这些课程是由LingoFlamingo训练有素的导师提供的，专门为老年学习者和痴呆症学习者提供语言教学的社会企业。12名PLWD和7名护理人员参与了这项研究。焦点小组在课程之前和之后。对刚果民主共和国管理人员进行了额外的课后公开采访，大约一年后通过电话进行了随访。
结果：定性内容分析产生了12个主题，5反映在面试时间表中，7反映在焦点小组和面试中。总的来说,PLWD对课程的看法是积极的，看护者,和刚果民主共和国经理，尽管也提到了一些具有后勤和语言挑战性的方面。这些课程被发现通过增加自尊和产生成就感来积极影响个人，以及通过创造社区意识来影响团体。值得注意的是,没有不良反应(特别是没有混乱或沮丧)的报告.
结论：我们研究的积极结果为未来的研究开辟了一条新的途径，以探索外语训练在痴呆症中的干预措施及其意义。
方法：我们进行了一项探索性研究，以检查在两个苏格兰痴呆症资源中心（DRC）中，在早期阶段对PLWD进行为期2周的意大利初学者课程及其家庭照顾者的可行性和耐受性。这些课程是由LingoFlamingo训练有素的导师提供的，专门为老年学习者和痴呆症学习者提供语言教学的社会企业。12名PLWD和7名护理人员参与了这项研究。焦点小组在课程之前和之后。对刚果民主共和国管理人员进行了额外的课后公开采访，大约一年后通过电话进行了随访。
结果：定性内容分析产生了12个主题，5反映在面试时间表中，7反映在焦点小组和面试中。总的来说,PLWD对课程的看法是积极的，看护者,和刚果民主共和国经理，尽管也提到了一些具有后勤和语言挑战性的方面。这些课程被发现通过增加自尊和产生成就感来积极影响个人，以及通过创造社区意识来影响团体。值得注意的是,没有不良反应(特别是没有混乱或沮丧)的报告.
结论：我们研究的积极结果为未来的研究开辟了一条新的途径，以探索外语训练在痴呆症中的干预措施及其意义。
