Abstract
How a native language is acquired, and how children and adults acquire more than one language depends on the interaction of neurogenetic and social processes. Neural circuits are already shaped during the perinatal period. An epigenetic model divides between an experience-expectant and experience-dependent phase, whereas during the latter phase parameters are set for sensitive periods. A genetically determined program of neural wiring scaffolds the neural network, but it does not prevent neuroplasticity throughout the life cycle. In this vein, we can learn a new language at any time during our life, although sensitive periods certainly facilitate and may optimize the learning process. The ability to speak more than one language is beneficial for the speaker in terms of white matter development and cognitive flexibility including code switching. Single case studies seem to be a more suitable approach than group studies to address numerous subjective variables involved in second-language acquisition. These are, among others, age of acquisition; phonological, grammatical, and semantic similarities between L2 and native language; fluency grade; and frequency of usage. Neuroimaging data seem to indicate that a high proficiency in L2 activates the native-language frontotemporal circuits, whereas a lower L2 proficiency recruits additional prefrontal areas not part of the native language circuits.
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Hillert, D. (2014). Language Acquisition. In: The Nature of Language. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-0609-3_12
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DOI: https://doi.org/10.1007/978-1-4939-0609-3_12
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