Cognitive Neuroscience of Foreign Language Education: Myths and Realities

This paper provides an overview of some educational implications from the current research on cognitive neuroscience for foreign-language learning. Although the potential benefits of such research into language acquisition are great, there are a number of popular myths none of which are supported by scientific evidence. In this paper, three prominent examples of these myths are introduced and it is discussed how they are based on misinterpretation and misapplication from neuroscience research. The first pervasive example of such misconception is the prevalent belief of being the certain critical periods for learning a second language. It implies that the opportunity to acquire foreign languages is lost forever by missing these biological windows. In fact, however, extensive research shows that there are sensitive periods, but not critical periods, during which an individual can acquire certain aspects of language with greater ease than at other times. Another example of myths is a false conviction claiming that exposing children to a foreign language too early interrupts knowledge of their first language. The reality is that learning a second language not only improves language abilities in the first language, but also positively affects students’ academic performance and their general literacy in school. Like the other myths, there is also a popular misconception about ability to learn second language during sleep. It is demonstrated that previously acquired memories are consolidated and new association are acquired during sleep. It therefore does not include learning a foreign language that requires conscious effort and purposeful endeavor. The main conclusion arising from this argument is that, while our understanding of the neural bases underlying language learning is continually developing, our educational interpretation of research findings should also evolve.