A Practical Guide to Second Language Teaching and Learning

This chapter focuses on social individual differences in relation to second language learning. It explores how the social, cultural, and political context that a learner is situated in affects their success of second language learning. The chapter begins by explaining how society and social interaction that second language learners encounter influence the access they have to second language education. This includes the differences between foreign vs. second language learning contexts. It then focuses on social identity theory, acculturation theory relevant to immigrant learners, and transdisciplinary framework (by Douglas Fir Group). The chapter covers other socially constructed individual differences related to intersectionality, diversity–equity–inclusion (DEI), and heritage language learning. The chapter also addresses socially constructed biases related to race and ethnicity, social class, sexual orientation, and LGBTQ+. The chapter ends with a series of pedagogical recommendations that mitigate the impacts of socially constructed biases on second language learning in the classroom.