Distinct and overlapping neural correlates of English L2 and coding learning in Chinese preschoolers: An fNIRS study

This fNIRS study investigated the neural correlates of English L2 vocabulary and coding learning in 51 Chinese-speaking preschoolers (28 boys; M _age = 5.78 years, SD _age = 0.92). We hypothesized that L2 vocabulary learning would engage language-related brain regions while Coding would activate visuospatial areas. Results revealed distinct activation patterns: L2 vocabulary learning elicited decreased activation in right prefrontal regions (BA10, BA46), potentially reflecting increased neural efficiency, while coding increased activation in left prefrontal and premotor areas (BA6, BA9, BA44), consistent with visuospatial and planning demands. Functional connectivity analyses revealed stronger interhemispheric connectivity during word learning. Chinese literacy skills negatively correlated with brain activation during L2 word learning, suggesting greater neural efficiency in children with stronger L1 skills. This relationship was less robust for Coding. These findings elucidate the distinct neural substrates of early language and coding acquisition and inform educational strategies.