Chapter 4, Neurological and Cognitive Foundations of GLL, examines evidence of neural and cognitive processing as related to specific language skills, and thus to L2 attainment overall.

The emphasis is on neural function and structure, working memory, sound processing and mimicry, and seldom-explored cognitive, agentive aspects of the exceptional L2 learner’s approach, e.g., self-regulation and strategic learning. Because language learning is unlikely to be easy for anyone, self-regulation represents that locus of effort, attention, and emotion relevant to an important goal. An inclusive look at neuro- and cognition-based factors supports the larger objective of the book: to present a holistic approach to GLL, appreciating its essence as both contextualized and self-initiated.

Gifted language learners shape the learning process, assess their own progress, and revise aspects of their approach in accordance with goals. At the same time, cumulative experience affect memory itself and processing efficiencies. This discussion underscores the flexibility and responsiveness inherent in neuro-cognitive processes, as we consider whether giftedness itself is mutable or trainable.

Language processing and acquisition bring together many essential aspects of the person – neurological, cognitive, psychological, social, and so on. Exceptional L2 users seem to bring these together in an optimal balance, yet they take nothing for granted. They continually re-assess progress toward stated goals, and continually adapt – cognitively, metacognitively, emotionally, and behaviorally. These complementary puzzle pieces are rarely conjoined in GLL research.

What we think of as giftedness in second language likely represents a complex interaction between higher-order processes, flexibility, creativity, and domain-specific commitment and perseverance. These ideas align with recent shifts in SLA toward a more holistic understanding of individual differences. A more well-rounded view of the gifted L2 learner can shape various research agendas going forward.

With this in mind, we summarize sticking points in the theory, and provide specific empirical recommendations for future research concerning aptitude, personality, and the all-important factor of experience as it reflects deep engagement.

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.