Older adults frequently participate in non-formal foreign-language programmes. Despite the wide range of courses offered by various institutions in Slovenia, it remains unclear whether the specific characteristics, learning needs and potential obstacles of older learners are adequately considered in course design and implementation. The review of literature reveals lack of both quantitative and qualitative research on the motives and barriers influencing older adults' participation in language courses, both in the Slovenian and the wider European contexts. This paper aims to address the gap between the diverse educational offerings available and the actual needs of older learners. Drawing on pluralistic approaches to languages and cultures, as well as on the principles of foreign-language teaching in the post-method era, whilst taking into account the target group's educational needs in light of the emerging field of geragogical foreign-language didactics, we propose a set of guidelines to enhance the quality and effectiveness of language teaching for older adults.