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Tracey Tokuhama-Espinosa is a neuroscientist and Professor of Education and Neuropsychology at the Universidad San Francisco de Quito. She's also been a consultant to Punahou for Mind-Brain Education. In this interview, she discusses the benefits of knowing multiple languages and states 10 key factors leading to successful second and multiple language acquisition: 1. Timing and The Windows of Opportunity 2. Aptitude for Foreign Languages 3. Motivation 4. Strategy 5. Consistency 6. Opportunity and Support (Home, School and Community) 7. Language Typology and Similarities 8. Siblings 9. Gender 10. Hand Use as a reflection of cerebral dominance for languages.

Researchers from Brown University and King's College London have uncovered new details about how brain anatomy influences language development in young kids. Using advanced MRI, they find that different parts of the brain appear to be important for language development at different ages. Their study, published in the Journal of Neuroscience, found that the explosion of language acquisition that typically occurs in children between 2 and 4 years old is not reflected in substantial changes in brain asymmetry. Structures that support language ability tend to be localized on the left side of the brain. For that reason, the researchers expected to see more myelin -- the fatty material that insulates nerve fibers and helps electrical signals zip around the brain -- developing on the left side in children entering the critical period of language acquisition. Surprisingly, anatomy did not predict language very well between the ages of 2 and 4, when language ability increases quickly. "What we actually saw was that the asymmetry of myelin was there right from the beginning, even in the youngest children in the study, around the age of 1," said the study's lead author, Jonathan O'Muircheartaigh, the Sir Henry Wellcome Postdoctoral Fellow at King's College London. "Rather than increasing, those asymmetries remained pretty constant over time." That finding, the researchers say, underscores the importance of environment during this critical period for language. While asymmetry in myelin remained constant over time, the relationship between specific asymmetries and language ability did change, the study found. To investigate that relationship, the researchers compared the brain scans to a battery of language tests given to each child in the study. The comparison showed that asymmetries in different parts of the brain appear to predict language ability at different ages. "Regions of the brain that weren't important to successful language in toddlers became more important i

This study looks into how cultural learning can affect or improve second language acquisition, specifically looking into mandarin-speakers acquiring english.

New research on language acquisition in babies leads scientists to believe that babies map sounds and critical aspects of their language before they begin speaking.

Due to the increase in language-learning technology, learners of second languages can get exposure to the new language that weren't possible before, making it easier to learn a new language.

An important area of the field of second/foreign language teaching and learning is pragmatics -- the appropriate use of language in conducting speech acts such as apologizing, requesting, complimenting, refusing, thanking. Meaning is not just encoded in word semantics alone, but is affected by the situation, the speaker and the listener.A speech act is, according to linguist Kent Bach, "the performance of several acts at once, distinguished by different aspects of the speaker's intention: there is the act of saying something, what one does in saying it, such as requesting or promising, and how one is trying to affect one's audience". Speech acts can be broken down into 3 levels: 1. locutionary: saying something 2. illocutionary: the speaker's intent in performing the act. For example, if the locutionary act in an interaction is the question "Is there any salt?" the implied illocutionary request is "Can someone pass the salt to me?"; 3. In some instances, there's a third perlocutionary level: the act's effect on the feelings, thoughts or actions of either the speaker or the listener, e.g., inspiring, persuading or deterring. The Center for Advanced Research on Language Acquisition (CARLA) at University of Minnesota provides a collection of descriptions of speech acts, as revealed through empirical research. The material is designed to help language teachers and advanced learners to be more aware of the sociocultural use of the language they are teaching or learning. These speech acts include: Apologies Complaints Compliments/Responses Greetings Invitations Refusals Requests Thanks

This article focussed on how the covid lockdown had affected the language acquisition of children, ranging from about 1 to 3 years old. It talked about how screen use was shown to lower the amount of words learned during the same periods of time as compared to face to face interaction with another person.

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This month, the journal Pediatrics published a study that used functional magnetic resonance imaging to study brain activity in 3-to 5-year-old children as they listened to age-appropriate stories. The researchers found differences in brain activation according to how much the children had been read to at home. Children whose parents reported more reading at home and more books in the home showed significantly greater activation of brain areas in a region of the left hemisphere called the parietal-temporal-occipital association cortex. This brain area is "a watershed region, all about multisensory integration, integrating sound and then visual stimulation," said the lead author, Dr. John S. Hutton, a clinical research fellow at Cincinnati Children's Hospital Medical Center. This region of the brain is known to be very active when older children read to themselves, but Dr. Hutton notes that it also lights up when younger children are hearing stories. What was especially novel was that children who were exposed to more books and home reading showed significantly more activity in the areas of the brain that process visual association, even though the child was in the scanner just listening to a story and could not see any pictures. "When kids are hearing stories, they're imagining in their mind's eye when they hear the story," said Dr. Hutton. "For example, 'The frog jumped over the log.' I've seen a frog before, I've seen a log before, what does that look like?" The different levels of brain activation, he said, suggest that children who have more practice in developing those visual images, as they look at picture books and listen to stories, may develop skills that will help them make images and stories out of words later on. "It helps them understand what things look like, and may help them transition to books without pictures," he said. "It will help them later be better readers because they've developed that part of the brain

Making specific references to print in books while reading to children -- such as pointing out letters and words on the pages, showing capital letters, and showing how you read from left to right and top to bottom on the page--promotes greater literacy achievement in the long-term.

Feature article on Kanzi and Panbanisha, two bonobo apes, and the work of Sue Savage-Rumbaugh, head scientist at the Great Ape Trust in Iowa. Savage-Rumbaugh asserts that apes can acquire a lot of language if they learn it the same way human babies do, and is attempting to create conditions that foster the apes' acquisition of lexical symbols, as well as a greater understanding of spoken human language.

Geared for laypeople, this article briefly explains what immersion schools are and reviews research pertaining to language immersion schools, as well as the benefits of teaching general academic content using the target second language.

Psychologists Kristin Jay, of Marist College, and Timothy Jay, of Massachusetts College of Liberal Arts, examine profanity acquisition in children: specifically what vocabulary items/ phrases comprised their "taboo lexicon" at different ages, and the children's assessment of the Inappropriateness of those words, as compared with teen and adult viewpoints.