Why Multilingual People Have Healthier, More Engaged Brains

Prior to the 1960s, scientists thought children who spoke more than one language had a handicap for learning because they had to spend too much time distinguishing between languages. With more modern brain imaging technology, researchers can now see how multilingualism actually strengthens the brain. People who speak more than one language have a higher density of gray matter that contains most of the brains neurons and synapses.

Scientists are also beginning to distinguish between young children who grow up learning and speaking two languages as compared to those who learn a second language in adulthood. Children use both hemispheres of the brain to acquire language, which means they often grasp the emotional implications of language more deeply. In contrast, adults who learned a second language tend to approach problems presented to them in that language in a more rational, detached way. Scientists hypothesize that it’s because adults often acquire language through the left hemisphere of the brain.

Learn more about the fascinating brain research around multilingualism from this TED-Ed video and the accompanying lesson plans. Many classrooms are filled with students who speak more than one language and they should know that ability is a great strength.

At Kelston Intermediate 60% or more students have 2 or more languages, we have always advocated that bilingualism is a strength and should be used as this.

Many of our students who arrive at Kelston are surveyed as to how much language acquisition they actually arrive with in both oral and written contexts. We encourage our students to be proficient in both so they they are maximising their opportunities and try to offer these languages with experts in the fields so they can maintain both languages.

The issue we have with languages is when a child is not proficient in their first or second language, having a bilingual assessment done by RTLBs becomes difficult and this means it is more difficult to pinpoint areas of priority for non-proficient students.