Exploring Hemispheric Lateralization and Second Language Class Performance in 10 y.o. Students

Abstract

This study investigated the relationship between functional hemispheric asymmetry at various brain levels and the performance of fourth-grade students in English as a second language classroom activities. Specifically, the study explored the impact of leftward and rightward asymmetry patterns on total classroom scores, considering lessons with a two-week interval and pre-lesson and post-lesson measurements. The sample comprised 27 right-handed students from an English-intensive school program. To assess functional hemispheric asymmetry before and after two English classes, computer laterometry based on a ‘two-source’ lead–lag dichotic paradigm was employed. Results revealed that leftward asymmetry in lability (brainstem-related) and excitability (primary auditory cortex-related) predicted higher total scores in classroom activities. The interaction between leftward lability and excitability asymmetries was a significant predictor of improved performance. These findings suggest that multiple regions of the left hemisphere are involved in supporting various linguistic tasks and emphasize the dynamic nature of functional hemispheric asymmetry. No significant relationship was observed between rightward asymmetry and classroom scores. However, future research may explore specific language tasks and sex-related differences in lateralization. The study underscores the importance of considering individual cognitive profiles in language learning and teaching, potentially improving language acquisition outcomes.