Abstract
In this chapter, we aim to provide a solid review of studies on the neurobiology of language aptitude and the role of two other important variables, namely musicality and working memory. We stress the importance of taking findings from the cognitive neurosciences into consideration and extend current models on language aptitude by taking neurocognitive perspectives into account. We highlight the importance of stable anatomical and functional markers for individual differences in language learning and aptitude and suggest more closely investigating the interdependency between musical abilities, musical training and language learning. While we argue that working memory is an essential prerequisite for language learning and is largely genetically driven, we propose to include musical abilities in a cognitive starter kit for language aptitude.
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