THE NEUROSCIENCE OF MULTILINGUALISM: IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING IN HIGHER EDUCATION

Abstract

Research in cognitive neuroscience shows that the experience of learning and using more than one language changes the brain. Findings cover speech perception, language selection and control, and the networks that support reading and academic literacy. This qualitative chapter reviews peer reviewed evidence published upto 2024 and draws out clear lessons for English teaching at the college level. The review connects dual stream models of speech with practical listening and speaking work in class. It also explains how language control supports translation, interpretation, and code switching. Studies on grey matter and white matter point to experience driven plasticity. The discussion turns these insights into a set of teaching patterns that fit Indian colleges where learners work with L1, L2, and often a third language. The chapter ends with a cautious position on the idea of a broad bilingual advantage and invites teacher led inquiry in real classrooms.