Language learners beyond early childhood are rarely expected to attain near-native or native-like abilities in the target language (L2), yet some do. This introductory chapter defines what has been termed gifted language learning (GLL), and introduces in broad strokes why it may be difficult to acquire another language after the “sensitive” period - coinciding approximately with puberty, if not well before. The introduction makes clear that while we seek to understand the relevant intrinsic and innate factors for the extraordinary success of exceptional L2 learners, we advance a principled interest in learner agency and decision-making, in context.

As outlined here, each chapter in this book digs deeply into the evidence across disciplinary lines to better understand the phenomenon of giftedness in general, and its applicability to language acquisition beyond the “critical period.” What are its foundations? What is the nature of the evidence to support current theory? How can these constructs be integrated in a more holistic way to advance the research? Every chapter’s analysis summarizes these critical questions in the hopes of finding important convergences across somewhat scattered agendas. Methodological recommendations are also provided to help move GLL theory and research forward.

Giftedness, genius, and exceptional ability have captured the imagination of philosophers, educators, scientists, and researchers across disciplines for centuries. This chapter charts the giftedness concept through time and across competing theoretical paradigms. Those in the “nature” camp assert that giftedness is fundamentally inborn, while those who prioritize experience or “nurture” point to concentrated effort and practice, along with external opportunities, drive, etc.

Fuzzy terminology, narrow empirical approaches, and the inability to directly observe the mind-brain mean that the etiology of giftedness remains a mystery, and a point of heated contention in some disciplines. The problematics and usefulness of this concept for second language acquisition and learning are introduced, along with the argument for a broader, contextualized, and personalized account of L2 native-likeness.