The final commentary I would like to make as the editor of this volume once again goes back to highlighting the need for more research on senior learners in terms of their profiles (characteristics, competences, deficiencies, compensations) and the foreign language (FL) pedagogy addressed to them. The overall aim of the contributors to this volume was to raise awareness of what we have learnt so far about third-age learners of FLs, to tease out what we need to focus on more and to deliberate how to implement our research findings in pedagogical practice. The book offers an overview of theoretical assumptions about the third age in general and FL learning during this phase in particular, not only on the basis of previous findings but also on the basis of the new studies appearing in this volume. Apart from some important and relevant theoretical considerations, the authors offer practical solutions on how to approach senior learners doing language courses and how to meet their needs. Thus, hopefully, this volume will become a source of information and inspiration for FL teachers of this age group. The chapters may also be of interest to learners themselves, as not only will they find some guidelines on how to approach the task of language learning, but also they will be able to identify with the experiences and comments of senior learners like themselves, who as volunteer subjects, participated in the empirical studies presented here. The very specific themes of certain chapters in our view add enormously to the general value of the collection – for example, the case of senior immigrants to another country (Pot et al., this volume).

This short concluding chapter aims to recapitulate the main ideas offered by the authors on how to progress from where we are now in our research on seniors and possible applications of the research findings presented in this volume.