Abstract
This article reexamines the role of age in second language acquisition through a critical lens, challenging traditional interpretations of the Critical Period Hypothesis. While the hypothesis suggests age-related limitations in achieving native-like proficiency, contemporary evidence underscores the brain's lifelong adaptability and the significant roles of social, cognitive, and contextual factors. Drawing on insights from neurolinguistics, naturalistic, and classroom-based studies, this review reveals that late learners can achieve high levels of proficiency, often mediated by individual motivation, social integration, and quality input. It critiques the simplistic dichotomy of early versus late learning, emphasizing the nuanced interplay of variables like learner environment and instructional quality. Through the framework of Complex Dynamic Systems Theory, the article posits age as one of many dynamic and interdependent factors influencing second language acquisition, shifting focus from deterministic views to more holistic, adaptive perspectives. These findings call for a re-evaluation of age-centric policies in education, advocating for pedagogical strategies that align with learners' developmental and experiential contexts. The implications extend beyond theoretical discourse, urging educational practices to leverage the potential for language acquisition across the lifespan.
Keywords
References
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