Learning to read a second language establishes a parallel L2 representation alongside the native one in the VWFA

Learning to read a second language requires the brain to incorporate a new writing system into an already established native-language reading network, yet how this process reshapes the Visual Word Form Area (VWFA) remains poorly understood. Using fMRI with a passive viewing paradigm, we systematically investigated how VWFA responses to Chinese (L1) and English (L2) words evolved across three groups of native Mandarin-speaking children at distinct stages of L2 literacy acquisition: L2 pre-readers, L2 beginning readers, and L2 advanced readers. We combined univariate activation analyses, representational similarity analysis, and supervised machine learning classification to investigate two theoretical accounts of VWFA reorganization: the Overlay Model, which predicts stable L1 responses as L2 responses emerge, and the Competing Model, which predicts competitive reallocation of neural resources from L1 to L2. We found that although the VWFA already exhibited robust selective responses to L1 words, L2-word selectivity was absent in L2 pre-readers but emerged robustly in beginning readers, with L1-word selectivity remaining stable throughout. Representational similarity analysis further revealed that robust L2 word representations within the VWFA emerged only after children began learning to read L2, while L1 word representations remained stable across all three groups. Finally, supervised machine learning analyses successfully discriminated among the three L2 literacy groups on the basis of L2 but not L1 activation patterns, indicating that VWFA responses to L2 alone were sufficient to capture childrens stages of L2 literacy acquisition, whereas responses to L1 were insensitive to L2 learning experience, providing no support for the Competing Models prediction of competitive neural reallocation away from L1. Together, these findings support the Overlay Model, demonstrating that the VWFA incorporates a new writing system within its existing cortical resources without compromising L1 print processing.