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For centuries, adults may have relied on pedagogies that promote rote memory for the learning of foreign languages through word associations and grammar rules. This contrasts sharply with child language learning which unfolds in socially interactive contexts. In this paper, we advocate an approach to study the social brain of language by grounding second language learning in social interaction. Evidence has accumulated from research in child language, education, and cognitive science pointingdoi:10.1038/s41539-020-0068-7 pmid:32595983 pmcid:PMC7305321 fatcat:wpio6d2xwraideehe2whfx6u4e