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Fluency in modern languages is an important factor in social and professional integration. There is no age to learn, adult or young child, only the learning method is different. The adults voluntarily and actively take part in the learning process which is linked to their experiences; unlike the children who receive the learning in a rather passive way. The mode of learning between adults and children is not the same for the teacher, who must demonstrate pedagogy for one as for the other. The main aim of this essay is to explain the learning modes: young learners vs adults. First, the young learners. Children learn for their future and pursue goals set by others (parents). Their centers of interest and their abilities change with age, so it is very important to take them into account. They are generally very enthusiastic, easily adapt to the novelty and demonstrate an openness to learn a lot of things in many different ways; which facilitates learning. The educational material mobilized will motivate the children much more; this will best help students understand the content of the lesson, and it will help build and put it into practice. Including games, songs, videos in the learning sessions would help the children to learn new vocabulary as well as improving their communication skills. It would also encourage them to participate in class while having fun and they would interact more with each other. Furthermore, the adults. Adults learn for now and pursue personal goals. Adults create real pressure to achieve their goals and this attitude towards learning greatly motivates them to succeed. They demonstrate a systematic desire to perceive and also demonstrate an interest in listening to and sharing the knowledge and experiences of different members of a group of learners. Adult learners want to succeed for reasons of promotion, a better job, salary or self-esteem, etc. However, it is mainly the internal motivations that influence them the most. They participate on a voluntary basis; normally have a diverse and highly integrated experience; seek to increase the ownership of one's own learning. Even if, and it is a fact, giving lessons to an adult and giving lessons to a child involves two different ways of teaching, it turns out that in comparison, the theme and the substance of a lesson remain the same. Indeed, by way of example, talking about Space to a five-year-old child or an adult of 40 years old will always mean talking about Space in itself, evoking the same subjects. Only, a child is probably a little more curious than an adult and will be able to ask more questions, through more naive questioning, and a normal misunderstanding, due to his young age. Thus, everything, therefore, lies in the way how the teacher brings information to the student so that the latter is most able to receive it in a clear and distinct manner. Whether it is an adult or a child, there are two very distinct ways of teaching, which place the profession of the teacher as a pedagogy, but also as a dense mission full of surprises, where the culture and people are one. All these considerations make us realize that teaching is not only synonymous with "reciting a lesson and going home", far from it.