Young-old learners are an underresearched group in foreign/second language research. The present study aims to provide a more differentiated view of this group in the context of lifelong learning and, more specifically, learning English as a foreign language. The author draws from concepts in gerontology, psychology, adult education, and foreign/second language research to investigate the self-concept and motivations of young-old language learners at Volkshochschulen in Germany. In the context of this study, the term young-old language learner encompasses people who are 60 to 80 years of age, shortly before or already in retirement, engaged in lifelong learning. The author utilizes a mixed-methods approach integrating quantitative data (a survey) and qualitative data (interviews) to shed light on the temporal L2 self and L2-vision of the participating young-old language learners. The results of the study indicate common themes that are part of young-old learners self-concepts (such as resilience, defying the effects of ageing, and the social sphere of language learning). Furthermore, the results clarify how past and present L2 experiences positively and negatively impact the L2-vision of older language learners.weiterlesen