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The study of the relationship between the brain and language learning has always been of interest to researchers in various sciences. This may be due to the multidimensional nature of language that influences other human activities. One of the issues that has been raised for a long time is how the brain can learn a language and what is the effect of language learning on the brain. In this study, we first refer to the classical view of the brain based on the concept of the immutability of the brain after passing through the sensitive and/or critical stage, and then the opposite view, Donald Hebb's view, which emphasizes the constant plasticity of the brain. In addition, by citing research using brain imaging technology in the field of second language learning, the idea that the brain does not change much after the sensitive period is challenged and the plasticity of the brain is emphasized. In this regard, the question is whether the brain does not change after passing through the sensitive period or whether the brain plasticity will continue throughout life and what is the role of language in this? The results indicate that the flexibility of the brain in language and non-linguistic learning does not depend on age, and the brain at any age has the ability to regenerate itself to some extent. As a result, the assumption of the classical view of the brain that there is a defining period in the flexibility of the brain is questioned.