Klein, D., Mok, K., Chen, J., & Watkins, K. E. (2014).

Age of language learning shapes brain

structure: A cortical thickness study of bilingual and monolingual individuals. Brain and

Language, 131, 20-24.

Research Questions

The research question that was the focus of this study study was if structural changes could be

seen between bilingual and monolingual by learning a second language utilizing MRI imaging

and examining the cortical thickness of the brain.

Participants

In total there were 88 participants in this study; 22 being monolingual and 66 being bilingual.

There was almost an equal ratio between male and female participants. The bilingual participants

were composed of individuals that had either learned two languages at different times. Some

learned simultaneously from the time they were born to around 3 years old. Others acquired their

second language early on in their childhood ranging in ages from 4 to 7 years old and there were

some participants that learned their second language between the years of 8 and 13. All

participants that were bilingual had undergone a series of assessments to assure they were indeed

proficient in both languages.

Procedures

The test itself entailed a questionnaire which scored their level of comfort in the second language

in regards to reading, speaking, writing and comprehension and asked the participant questions

regarding their linguistic familiar history.

At the time of this study the range of age was between 18 and 48 with the mean age being 26

years. All the participants were diagnosed as healthy with no history of neurological problems.

All subjects came from the Montreal area. MRI scans were taken of each participant scanning

over 80,000 points of the brain to provide multiple measurements of the cortical thickness.

Results

Upon examining the images, it could be seen that there were significant differences in the

cortical thickness between the monolingual and bilingual participants who learned their second

language later on. There was an observable difference in the thickness of certain parts of the

brain between the monolingual students and those who learned two languages simultaneously

from their birth to the age of 4. There were two main areas of the brain that showed these

differences in cortical thickness. In the left inferior frontal gyrus observations were made that the

bilingual group showed greater thickness when compared to the monolingual group. This was

also seen in the area of the right hemisphere of the brain.

Discussion

In conclusion it was said that the study showed that there was no effect on the development of a

brain when a bilingual individual learned both languages from birth to the age of 4. The learning

of a second langue later on however did show to modify the structure of the brain significantly.

The findings of this article could imply that they learning of a second language causes more

effects on the brain when the second language is learned later on in life instead of it being

learned in infancy at the times when one is learning their first language.
Critique

In regards to this article, I feel that it reflects research that was well carried out. It considered

factors that I would not have considered and they attempted to create a large sample size when

gathering participants. It is meaningful to me because it delves into certain critical points that are

connected to research that I would find fascinating. I feel that following this type of research I

would be able to target areas where additional research could be conducted. One area where I

feel additional studies could be done would be in focusing on students that learn language

towards the end of their lives. I have not found any evidence that would suggest that studies have

been done focusing on this group. If the same changes could be observed in geriatric students it

could lead to additional questions regarding the different benefits of learning a language in one’s

old age. I also feel that this study would be of interest to teachers of foreign languages because it

shows how much of an impact learning a second language can have. I also think it would be

fascinating to conduct additional research comparing the impact of different subject matter on

the brain. Would a calculus class also increase the cortical thickness of the brain? If it did would

it have more or less of an impact when compared to second language learning?