There has been a longstanding interest among second and foreign language educators in research on language and the brain. By understanding how the brain learns naturally, language teachers may be better able to enhance their effectiveness in the classroom. This digest examines current brain research and discusses its implications for second language learning. Sections include the following: (1) Brain Development: Can Teaching Make a Difference? (2) Learning through Connections; and (3) Are All Brains the Same? The digest suggests that our understanding of the brain is continually evolving, and thus our interpretation of the implications of findings from brain-based research for teaching and learning should also continually evolve. Brain research cannot prescribe what we should teach, how we should organize complex sequences of teaching, or how we should work with students with special needs. Educators should not abandon their traditional sources of insight and guidance when it comes to planning effective instruction. They should continue to draw on and develop their own insights about learning based on their classroom experiences and classroom-based research to complement the insights that are emerging from advances in brain research. (VWL)