Different Intelligence, Same Talent: Second Language Learning: A case study

Abstract

This case study is on two young individuals who are both talented for L2 language learning but have diametrically opposed intelligence scores on the WISC-III. By comparing results from IQ- and cognitive tests to results from first- and second language tests one can observe a coherence between strengths and weaknesses that is difficult to trivialize. It is argued that second language learning is driven by the strengths in cognition for each individual and that one can establish different learner types based on their cognitive make up and language learning. A modular view on language learning in the brain is not compatible with the findings provided by this study and hence different ideas are suggested. In the end there is a discussion of how these findings can contribute to second language teaching in schools.