SECOND LANGUAGE ACQUISITION IN TERTIARY EDUCATION:THE ROLE OF NEUROPLASTICITY

Abstract

This study explores structural and functional brain changes known as neuroplasticity (NP) induced by second language acquisition (SLA). SLA is interpreted as a formal learning of a foreign language within a University curriculum. NP is viewed as a major factor for successful SLA.

The primary objective of this article is to offer a comprehensive review of NP as a neurophysiological phenomenon and illustrate how mastering a new language causes significant brain transformations, hence connecting neuroscientific characteristics to second language (L2), particularly within the context of higher education.

Methods. The study employs an extensive review approach. Specifically, it integrates the fundamental principles of NP, its evolution, interpretations, types and mechanisms, and systemically applies this framework to examine structural and functional brain alterations occurring during SLA.

Results. The conducted review has allowed to infer that the brain is plastic throughout life, contrary to the classical Critical Period Hypothesis (E. Lenneberg). L2 learning causes deep measurable neuroplastic effects at any age period. Structurally, these involve increased grey matter density in important language areas of the brain (inferior parietal lobe, inferior frontal gyrus), improved white matter integrity in pivotal tracts (arcuate fasciculus), and greater cortical thickness. Functionally, SLA is linked to a more bilateral neural network, a tendency towards greater neural efficiency (from effortful frontal to automatic subcortical processing), and the recruitment of such areas as the hippocampus and basal ganglia. These effects are mediated by age, intensity of learning, and to some extent, proficiency of the student.

Scientific Novelty. The study synthetically consolidates the previously undertaken research on NP systematically extrapolating it to the SLA domain. Through organizing available information by specifying, taxonomizing and modelling it, the article develops a framework that bridges the gap between basic neuroscience and applied L2 instruction, providing an integrated resource for researchers and educators alike.

Conclusions. SLA is a potent stimulus of NP, essentially transforming brain structures and functions at any age. It not only facilitates language acquisition (LA) but also strengthens more general cognitive abilities and enhances cognitive potential, protecting against age-related decline. The brain’s lifelong propensity for change validates the possibility of student LA and highlights the relevance of brain-based instructional practices for adult learners in University settings.

Implications for Future Research involve the necessity of bridging the divide between neuroscience research and classroom practices through targeted pedagogical studies conducted in tertiary education environments. Future investigations might also address the relationship between NP and individual variations in aptitude, motivation and cognitive profiles to create more personalized language learning strategies for University students.