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This paper explores strategies used by teach- ers of English in Spain to compensate for learning limitations associated with student age. As part of a qualitative study of multiple cases, twenty teachers from different voca- tional programs volunteered to participate in semi-structured interviews. The interviews revealed the difficulties that older Spanish adult students experience in learning Eng- lish in age-diverse classrooms. The findings specifically indicate that older adult learners facedoi:10.18741/p9kw2p fatcat:qdm2hxfwnvd4ppiqwclrum37pm