Aphasia is an acquired language disorder that can potentially impact all language functions and diUerent modalities (e.g., oral versus written production) to varying degrees. DiUerent types are distinguished,broadly categorized as “fluent” or “non-fluent,” which sometimes go together with very specific symptoms -e.g., grammatical disorders called agrammatism or paragrammatism. As aphasia is primarily associated with stroke and, secondly, with traumatic brain injury, the cases of aphasia usually described in the literature- and hence analyzed for (cross-)linguistic deficits – pertain to people between the ages of 50 and 80 years. Much less attention has been given to the rarer but not unseen childhood-acquired aphasias, which can occur due to intrauterine stroke, traumatic lesions, or infectious diseases. These can have a major impact, and may play a far greater role in life quality than initially thought. At the other extreme, only about two decades ago, interest began to exponentially grow in subgroups of patients with FTD (frontotemporal dementia) and AD (Alzheimer’s disease), who displayed language – not memory – issues as their first symptoms. Mesulam’s 2001 seminal paper on Primary Progressive Aphasia (PPA) has since instigated a line of research that is now attracting considerable attention in the neurolinguistic field. Moreover, especially in research on acquired and neurodegenerative aphasia types, research groups and networks have emphasized the need to give attention to minority or understudied languages (e.g., grammatical issues in Dutch, Turkish, and Greek will evidently diUer for typological reasons), as well as to the increasing number of bi- and multilinguals. In this lecture, I aim to provide a lifespan overview of how aphasia presents itself, with attention to linguistic diUerences, and provide special attention to the aspect of bi- and multilingualism.