Neurobiology of spoken language in bilingualism: implications from a mind, brain, and education science perspective

Abstract

Bilingualism provides a unique lens through which to investigate the neurobiology of spoken language, as it involves dynamic interactions between multiple linguistic systems within the same brain. This scoping review maps the current state of knowledge on the neural mechanisms underlying spoken language in bilingual individuals and how these findings intersect with the field of Mind, Brain, and Education Science (MBE), offering a translational lens that connects neuroscience with pedagogical practice and policy. Key themes emerging from the literature include the neural representation and processing of more than one phonological and lexical systems, the role of cognitive control networks in language selection and switching, and the impact of age of acquisition and proficiency on brain organization. Neuroimaging and electrophysiological studies reveal both overlapping and distinct neural substrates for each language, with evidence for adaptive plasticity in auditory, motor, and frontal control regions. Gaps remain regarding longitudinal trajectories of bilingual language development, the interplay between neural efficiency and cognitive effort, and cross-linguistic differences in spoken language processing. By consolidating findings across disciplines, this review highlights how bilingualism informs broader models of language neurobiology and identifies avenues for future research. We also argue that integrating neurobiological evidence with educational frameworks can contribute to more inclusive pedagogical strategies, early interventions, and informed policies that respect linguistic diversity. At the same time, we emphasize the need for critical reflection to avoid reductionist interpretations and to preserve the social, cultural, and affective dimensions of learning. This article highlights the transformative potential of MBE Science in rethinking how spoken language in bilingualism is understood and supported in educational contexts.