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Abstract:Many types of human behaviour, from scientific research to political decision-making, are based on implicit assumptions, considered to be so self-evident that they do not need any further justification. Such assumptions are particularly powerful in topics related to language: one of the most universal and fundamental human abilities and a prerequisite for social life, civilisation and culture. They become a driving force in the current debates about multilingualism.We identify three central assumptions underlying key controversies related to language: (a) the "limited resources model" assuming that learning languages has a detrimental effect on learning other subjects, (b) the notion that the "normal" state of human brain, mind and society is either monolingualism, or a strong dominance of a "mother tongue", accompanied by less relevant "additional" languages, (c) the belief that the aim of language learning is a "native-like" proficiency and anything that fails to reach it has only limited value.Combining radically different academic backgrounds (education and cognitive neuroscience) and methodologies (qualitative and quantitative) we examine how these assumptions influence attitudes towards multilingualism. We evaluate the available empirical evidence and explore conceptual common ground, from the design of school curricula to the promotion of healthy ageing. We conclude that our perspectives complement each other, providing a valuable tool to inform language policy.Résumé:Bien des comportements humains, des recherches scientifiques aux prises de décisions politiques, sont basés sur des hypothèses implicites, considérées comme si évidentes en elles-mêmes qu'elles ne nécessitent donc pas de justifications supplémentaires. Ces hypothèses sont particulièrement pertinentes sur les sujets concernant le langage, capacité humaine la plus universelle et la plus fondamentale, et pré-requis pour la vie en société, la civilisation et la culture. Ces hypothèses jouent un rôle moteur dans les débats actuels sur le multilinguisme.On distingue trois hypothèses majeures subordonnées aux controverses clés liées au langage: a) "le modèle à ressources limitées" qui défend l'idée que l'apprentissage des langues se fait au détriment de l'apprentissage d'autres matières, b) la notion selon laquelle l'état "normal" du cerveau humain, de la pensée et de la société est, soit le monolinguisme, soit une forte domination de la langue maternelle, accompagnée de langues additionnelles moins pertinentes, c) la croyance selon laquelle le but de l'apprentissage des langues est d'atteindre le niveau de compétence d'un locuteur natif et que tout échec à y parvenir en limite la valeur.L'association de nos formations académiques (éducation et neurosciences cognitive) et de nos méthodologies (qualitative et quantitative) qui sont radicalement différentes, nous permettent d'examiner comment ces hypothèses influencent les nombreuses théories au sujet du multilinguisme. Nous analysons les résultats empiriques disponibles et explorons les points communs conceptuels depuis l'élaboration des programmes scolaires jusqu'à la sensibilisation au vieillissement sain. Nous en concluons que nos perspectives se complètent les unes les autres et offrent un précieux outil qui contribue au développement de la politique linguistique.

Many types of human behaviour, from scientific research to political decision-making, are based on implicit assumptions, considered to be so self-evident that they do not need any further justification. Such assumptions are particularly powerful in topics related to language: one of the most universal and fundamental human abilities and a prerequisite for social life, civilisation and culture. They become a driving force in the current debates about multilingualism.We identify three central assumptions underlying key controversies related to language: (a) the “limited resources model” assuming that learning languages has a detrimental effect on learning other subjects, (b) the notion that the “normal” state of human brain, mind and society is either monolingualism, or a strong dominance of a “mother tongue”, accompanied by less relevant “additional” languages, (c) the belief that the aim of language learning is a “native-like” proficiency and anything that fails to reach it has only limited value.Combining radically different academic backgrounds (education and cognitive neuroscience) and methodologies (qualitative and quantitative) we examine how these assumptions influence attitudes towards multilingualism. We evaluate the available empirical evidence and explore conceptual common ground, from the design of school curricula to the promotion of healthy ageing. We conclude that our perspectives complement each other, providing a valuable tool to inform language policy.