Multilingualism Slows Brain Aging Up to 13 Years Research Shows

Speaking multiple languages can slow brain aging by up to 13 years, according to new research presented by Dr. Lucia Amoruso at the Federation of European Neuroscience Societies Forum in San Sebastián, Spain, on August 22, 2026.

Researchers from international institutions utilized magnetoencephalography to record brain cell activity in 728 participants, constructing an artificial intelligence brain aging clock. They subsequently evaluated a separate cohort of 144 individuals to estimate their neurological age relative to their chronological age.

The study revealed a clear gradient effect based on language capacity. Individuals fluent in two languages displayed brains roughly six years younger than monolinguals, while trilingual speakers averaged a seven-year difference. Those who spoke four languages, utilizing combinations of Spanish, Basque, French, and English, demonstrated brains appearing 13 years younger.

Dr. Amoruso, representing the Basque Center on Cognition, Brain and Language, emphasized that proficiency and timing play key roles in cognitive reservation.

"In simple terms, people who spoke more languages tended to have brains that looked younger than expected for their chronological age," said Dr. Lucia Amoruso, researcher at the Basque Center on Cognition, Brain and Language. "The effect was not only related to the number of languages spoken.

Higher language proficiency and earlier acquisition of a second language were also associated with more delayed brain aging. This suggests that multilingual experience matters as a gradient: it is not simply about being bilingual or not, but about the depth and duration of language experience."

The team accounted for variables such as age, gender, and education level, though they noted lifestyle factors could also influence brain resilience. They plan to extend their research to investigate the impact on neurodegenerative conditions like Alzheimer's disease.

Academic commentators highlighted the broader societal implications of cognitive maintenance through active learning.

"We know that many factors can influence our brain health and mental abilities as we age," said Professor Christina Dalla, chair of the FENS Forum communication committee at the National and Kapodistrian University of Athens. "For example, we know that not smoking, eating well, social and artistic engagement, as well as being active, can help. How we use our brains throughout life can also have an impact, especially if we engage in effortful learning that activates our brain."

She advocated for institutional backing of educational initiatives to promote long-term cognitive health.

"This study suggests that learning a second, third or fourth language could help our brains to stay younger for longer, and the earlier we start, the better," said Professor Christina Dalla, chair of the FENS Forum communication committee at the National and Kapodistrian University of Athens. "There are many good reasons for learning another language at any age -- social, cultural and for the health of your brain -- so we should support language learning at school and throughout life, even if it's hard."

The cognitive findings arrive alongside growing efforts by global educational institutions to expand language training. The Department of Modern Languages at the University of Mississippi is currently seeking host status for a federally funded Russian Language Flagship program through the U.S. Department of Defense's National Security Education Program, building on existing Arabic and Chinese programs.

University officials noted that advanced language initiatives drive institutional growth and elevate student capabilities.

"We think that we have the potential to be an outstanding Russian flagship program," said Daniel O’Sullivan, chair of the Department of Modern Languages at the University of Mississippi. "(We) already have a cadre of very dedicated teachers and students who regularly win competitions at Russian essay competitions and other things like that."

He expressed confidence that prior track records would support their federal funding bid.

"The only obstacle there is convincing (the U.S. Department of Defense) that we can do it," said Daniel O’Sullivan, chair of the Department of Modern Languages at the University of Mississippi. "We have done it in Chinese and Arabic, so I’m hoping that our reputation speaks for itself, that we know what we’re doing and (that) we’re deserving of the funding to make a Russian flagship happen."

Department data reflects rising enrollment in lower-level coursework, which leadership expects to feed into advanced language tracks.

"I believe the numbers in the lower level (courses) are up, so that will translate to more numbers, I’m hoping, at the upper levels in due time," said Daniel O’Sullivan, chair of the Department of Modern Languages at the University of Mississippi. "If we were to have a Russian flagship here, I know that we would be able to get more … people into the upper levels."

He added that flagship status serves as a major draw for top-tier applicants nationwide.

"Just like in Arabic and Chinese, it will make us sort of a national target for some of the best language learners in the country," said Daniel O’Sullivan, chair of the Department of Modern Languages at the University of Mississippi.

Students enrolled in existing flagship pathways highlighted the academic benefits of immersive coursework.

"The Arabic flagship has been an excellent opportunity, along with the pre-freshman summer and the summer abroad before sophomore year, to achieve my goals in accelerating my progress in the language," said Keagan Rupp, sophomore Arabic and international studies major at the University of Mississippi.

Other undergraduate students echoed the sentiment regarding professional readiness.

"I would be excited about the Russian flagship because it would bring a new level to the Russian program here at Ole Miss," said Emily Barnes, sophomore international studies major at the University of Mississippi. "The Russian flagship aims to give students a new level of fluency, new abroad experiences and new academic skills that are all very important for our future jobs. My end goal of Russian language learning at Ole Miss is high working fluency, and (the) Russian flagship would be greatly beneficial to those with the same goal."

Language learners noted that expanded access helps remedy resource disparities between academic tracks.

"Having a Russian flagship would mean that we would get more study abroad opportunities and that we would have more classes to take so it doesn’t feel like the time is ticking," said Liz Brittain, sophomore international studies major and Russian minor at the University of Mississippi. "I really love the Russian language, and I’d love to be able to have more resources available to learn it. It can be really disheartening whenever a language that I’ve poured so much time into doesn’t have as many resources as other languages on campus. I feel like a Russian flagship would significantly increase my working proficiency within the language."

Concurrently, national initiatives are addressing long-term language capacity declines. In Australia, the federal government launched the $2.5 million Fluency in Asian Languages program to support secondary education across 15 languages, addressing decades of declining regional language capability despite programs like the New Colombo Plan and ACICIS facilitating overseas immersion.