Neuromyths persist as pseudoscientific misconceptions in education despite repeated debunking. This study examines the foreign language effect (FLe) on neuromyth discernment through two sub-studies. Using mixed experimental designs, we found task-dependent patterns of language effects: FL enhanced discernment of highly discernible neuromyths, while native language facilitated identification of low-discernibility neuromyths. Negative framing amplified FL advantages, whereas information richness suppressed discernment, an effect mitigated by FL for medium-discernibility neuromyths. These findings suggest that neuromyth susceptibility may vary across language and contextual conditions, providing preliminary theoretical and empirical implications for future language-sensitive approaches to teacher training and neuromyth mitigation.
