For centuries, adults may have relied on pedagogies that promote rote memory for the learning of foreign languages through word associations and grammar rules. This contrasts sharply with child language learning which unfolds in socially interactive contexts. In this paper, we advocate an approach to study the social brain of language by grounding…

Exploration of the extent to which acculturation may be related to classroom second-language acquisition in Turkish immigrant children reared in the Netherlands found that the relationship was significant and positive, but not really high. (Author/CB)