Is it the age of second language acquisition (AoA) that primarily determines the manner of cerebral representation of multiple languages in the brain, or is it proficiency? Here, we review recent neuroimaging studies that aimed at investigating AoA effects by comparing early with late (usually with L2 acquisition onset after 6 years of age) bilinguals during a variety of language tasks on a number of languages. Most studies did indeed report AoA effects. Of particular interest is that the region mainly found to functionally differ between early and late bilinguals is the left inferior frontal gyrus, which was modulated during syntactic processing, word generation, and sentence generation. Additionally, differences were observed in gray-matter density of the posterior parietal cortex as well as in right-hemisphere involvement. Interestingly, despite some convergence of findings from a localizational point of view, underlying causes of organizational and functional differences for the effect of AoA on bilingual language processing still remain to be uncovered. Hypotheses currently used for explaining activation differences are described (notably cortical efficiency, executive control, neuroanatomical changes, and right-hemisphere involvement) in relation to AoA and language proficiency.

This review focuses on the nature of language recovery in bilingual individuals poststroke and on the effectiveness of treatment. I consider neuropsychological and neuroimaging articles on bilingual aphasic individuals in the period 2003–2007. I examine the extent to which current evidence supports the notion that different languages are represented in distinct processing areas or are distributed in shared areas with common organizing principles. I argue for the second possibility with the extent of recovery affected by prior proficiency and current usage. I also argue that certain patterns of deficit indicate a problem in controlling the language in use rather than a representational deficit per se. Most studies concern chronic aphasic patients, and detailed studies of the effects of treatment and any plastic changes in response to such treatment remain sparse. I conclude with suggestions to further the understanding of recovery and treatment. To advance further, we need to understand the range of pathways in normal bilinguals that support a given language task, so that neural patterns associated with task performance poststroke can be properly interpreted. Imaging regional changes in blood flow immediately poststroke can help identify the regions and pathways associated with the recovery of function. Functional imaging studies of recovery and treatment in the chronic stage are also critical.

Language plays an important role in defining identities in older adulthood. Both self-perception and others' perceptions of older adults are reflected through language used by older and younger adults (see recent texts: de Bot & Makoni, 2005; Harwood, 2007; Hummert & Nussbaum, 2001; Nussbaum & Coupland, 2004). In this review, we outline key theoretical perspectives on the study of communication with older adults and provide evidence supporting these perspectives within the context of age stereotypes, intergenerational communication, cross-cultural communication, and health care encounters. Given that communication is an interactive process, we discuss how older adults use language and communication to respond to age stereotypes and adaptively cope with age-related losses. We also discuss communication interventions aimed at improving interactions between care providers and older adults, and opportunities that technology brings to enhance communication within and across generations.

This article reviews recent evidence for the relationship between extralinguistic cognitive and language abilities in dementia. A survey of data from investigations of three dementia syndromes (Alzheimer's disease, semantic dementia and progressive nonfluent aphasia) reveals that, more often than not, deterioration of conceptual organization appears associated with lexical impairments, whereas impairments in executive function are associated with sentence- and discourse-level deficits. These connections between extralinguistic functions and language ability also emerge from the literature on cognitive reserve and bilingualism that investigates factors that delay the onset and possibly the progression of neuropsychological manifestation of dementia.

This review of sociolinguistic aspects of language and dementia focuses on studies that (1) examine naturally occurring language with attention to variation that relates to speakers' cognitive or sociocultural attributes or to dimensions of the communicative context, (2) provide a nuanced understanding of individuals with dementia or contexts of communication that may illuminate sociolinguistic analyses, or (3) call for sociolinguistic investigations to clarify or provide additional evidence for a particular finding outside of linguistics. Structured from the global to the local levels, the review begins with literature that frames the study of language and dementia from the societal or cultural perspective, focusing on public discourse relating to dementia and Alzheimer's disease. Studies that shed light on social activities and physical environments are addressed next as possible influences on the shape of the discourse. Finally, investigations of verbal and nonverbal aspects of discourse produced by and with individuals with dementia are reviewed. Ideas for future research are outlined along with a call for increased cross-disciplinary cooperation among researchers who work at the intersection of language, dementia, and society.

Parkinson's disease, the most common progressive neurological movement disorder worldwide, causes slow deterioration of subcortical structures and dopamine deficiency, and the disruption of circuits connecting frontal lobe and basal ganglia regions. Although the motor and cognitive consequences of these structural and physiological changes have been well-documented, only a limited, albeit growing, empirical literature has examined the integrity of language abilities in individuals with Parkinson's disease. This article reviews recent advances in that literature that have furthered our understanding of the quantitative and qualitative changes in morphosyntactic, lexical-semantic, and discourse levels of language functioning associated with Parkinson's disease. This article also discusses the theoretical and applied implications of these linguistic symptoms and provides suggestions to forward this line of research.

As a neurodevelopmental disorder, autism is characterized by impairments and differences at the levels of both brain and behavior. Communicative impairments in autism are a core feature of the disorder, and a rapidly expanding literature is exploring language in autism using the tools of cognitive neuroscience, particularly electroencephalography and brain imaging. Recent research indicates consistent differences in the degree to which language-specific processes are lateralized in the brain, and it also suggests that language impairments are linked to differences in brain structure that may lead to inefficient coordination of activity between different neural assemblies to achieve a complex cognitive task, defined as functional connectivity. We review findings from current work and suggest that neurobiological data are critical in our ability to understand the mechanisms underlying behavioral differences in communicative skills. Going beyond simple dichotomies between delayed versus deviant development, we can use such data to ask whether behavior reflects processes that are merely inefficient or, instead, whether impairments at the behavioral level reflect fundamental differences in brain organization and the networks involved in various tasks.

This article reviews recent ethnographic studies on how children with autism spectrum disorders (ASD) use language in their everyday lives: how they are socialized into sociocultural competence, how they participate in the social world as members of families and communities, how they draw on structural properties of social interaction to participate in everyday talk, and to what extent the European American habitus of child-directed communication supports or hinders their communicative development. Other studies reviewed in this article examine language use in autism in relation to narrative, question–answer sequences, bilingualism, accountability and morality, and politeness. The studies frame autism more ethno-methodologically than clinically and capture how children with ASD actively participate in the co-construction of their life worlds through communication with others. This perspective makes visible aspects of language use and everyday experiences of children with ASD and their families that are usually obscured in other theoretical approaches to autism. Through participant observation and extensive naturalistic data collection involving video and audio recording of everyday interaction, ethnographic studies reviewed in this article shed light on patterns of language use and link these patterns to particular cultural practices, making language of children with autism more intelligible and interpretable.

In this article we review the relationship between Tourette's syndrome (TS) and speech, language, and communication disorders. We consider TS to be a neurodevelopmental disorder with an increased rate of co-occurring (comorbid) disorders. We have organized the available research into topical areas for convenience of review. These areas are tic insertion into speech, learning disabilities, speech abnormalities, expressive and receptive language impairments, coprophenomena, writing and tics, signing and tic premonitory phenomena, and TS. We conclude with a discussion of the interplay between neurological function and mental factors on expression and outcome of this relationship. We offer discussion of a research agenda to advance the science in this area.

Most aspects of human life—from gene expression, to brain structure/function, to underlying linguistic and cognitive processes, through to overt language production and comprehension behaviors—are the result of dynamic developmental processes, in which timing plays a crucial role. So, the study of language acquisition in developmental disorders such as Williams syndrome (WS) needs to change from the still widely held view that developmental disorders can be accounted for in terms of spared versus impaired modules to one that takes serious account of the fact that the infant cortex passes from an initial state of high regional interconnectivity to a subsequent state of progressively increasing specialization and localization of functional brain networks. With such early interconnectivity in mind, developmental neuroscientists must explore the possibility that a small perturbation in low-level processes in one part of the brain very early in development can result in serious deficits in higher-level processes in another part of the brain later in development. Therefore, in profiling developmental disorders of language such as in WS, it is vital to start in early infancy, from which to trace the full trajectory of the interactions of language and other cognitive processes across infancy, toddlerhood, and childhood, through to adolescence and adulthood.

Boldface numerals indicate the ARAL volume in which the contributor's work appears; numbers following the backslash indicate the beginning page number of the contributor's chapter. For example, Clapham, C. 2000. Assessment and testing 20/147 means that C. Clapham's 2000 chapter on Assessment and testing begins on page 147 of volume 20.