How do we really learn a language?

Is language learnt or processed in the brain in a way that is specific to language, i.e. “domain-specific learning”, or does it occur in the same way as learning of other cognitively complex functions in the form of “domain-general” learning?

The aim of the project is to examine whether language learning and language processing are domain-specific or domain-general.
The researchers will be comparing the brain’s processing of verbal and visual language within and between two groups of children aged 10–12: children with typical language development, and children with language impairment.

Language impairment is one of the commonest forms of functional impairment in children. It occurs in approximately 7 percent of children, whose language development does not keep pace with that of their peers, although their development is typical in other ways. The difficulties they experience may involve language content as well as structure. There are also indications that their processing of visual stimuli may be impaired. But it is not clear how difficulties in processing visual stimuli are related to difficulties in processing spoken language.

Detailed knowledge about whether language learning and language processing are domain-specific or domain-general may influence the way language is taught, generally and specifically, how support can be designed for children with language impairment or other language learning difficulties, and also have a bearing on second language learning.