Socioeconomic and Experiential Influences on the Neurobiology of Language Development

Purpose The process by which young children acquire language is an incredible feat subserved by neurobiological language circuitry. Although the foundations of brain structure and function are genetically determined, children's experiences during sensitive periods in early life have a significant influence on the development of language systems. The purpose of this review is to provide practitioners with a comprehensive summary of foundational and recent research on the ways that children's early experiences—both favorable and adverse—may influence the neuroanatomy and neurophysiology underlying language development. A specific focus is given to the burgeoning neuroimaging evidence of relationships between socioeconomic status and brain development, as well as to emerging research on proximal experiences that may serve as the direct mechanisms by which socioeconomic status influences language development. Conclusion Findings from the neuroscience field have direct implications for practice in speech-language pathology. Specifically, clinicians can have immense influence on crafting supportive language environments during windows of maximal neural influence, both via direct intervention and parent coaching. Practical suggestions are provided for translating research findings to practice.