The article focuses on how bilingual learning impacts child brain development in the
context of neuroeducation, exploring the neurobiological mechanisms involved in the perception and
processing of language signals during early childhood. The aim of the study is to examine the factors
that influence the effectiveness of language acquisition in bilingual settings and to investigate the
development of brain structures responsible for language and their sensitivity to linguistic stimuli in
the first months of life. The research applied general scientific methods of cognition: observation,
analysis, induction, deduction, generalization; as well as neuroimaging techniques, including
functional magnetic resonance imaging (fMRI). The results show that language processing in the
infant brain is activated much earlier than previously assumed and begins forming within the first
months of life. In particular, it has been found that by the age of six months, language-specific areas
of the cerebral cortex become active, including the superior temporal gyrus (STG), which is involved
in phonetic processing. This suggests that language perception relies on innate, neurobiologically
driven mechanisms rather than solely on learning or social environment. The observed early
activation indicates that the infant brain is functionally ready to process sounds from the first weeks
of life, which provides the foundation for developing language competence in a bilingual
environment. The study also demonstrates that activation of Broca’s area (LIFC), which plays a
central role in semantic processing, occurs at around 10 to 14 months of age. This stage aligns with
the emergence of the first meaningful language units in children growing up in bilingual settings.
These findings challenge the view that language acquisition depends solely on general perceptual
mechanisms; instead, the conclusion is drawn that language development is determined by the
functioning of specialized brain structures that are active even before speech production begins. The
practical value of the study lies in establishing scientifically informed approaches to early bilingual
education and in developing effective educational strategies that take into account the neuroplasticity
of the child’s brain.
