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.

Chapter 2, The Gifted Language Learner, outlines the long-standing fascination in SLA with those who are able to reach a native-like level in a second language (L2). Up to now, gifted language learning (GLL) is nearly exclusively investigated in terms of cognitive processing, e.g., as a function of aptitude, memory or musical talent, rather than as an outgrowth of language contact or cultural affiliation.

Understanding the need for greater consistency in empirical work in this area, we specify what “native-likeness” looks like in linguistic terms for lexicon, morphosyntax, phonology, pragmatics, etc. We also dig deeply into case studies of exceptional L2 learners in order to find commonalities in their approach. These in-depth examinations bring a number of issues into sharp focus, and build the argument that GLL is not the result of any singular source of influence. The interaction of numerous factors, playing out in context, tells the real tale.