Language as Privilege: Socioeconomic Status and the Politics of Foreign Language Learning

Abstract

This study investigates the relationship between socioeconomic status (SES) and foreign language learning among young adult learners. Much research suggests that parental education level, household income, and access to educational resources significantly shape language learning attitudes and behaviors. However, United States scholars have lagged in this analysis. Through a mixed-methods research approach, this study combines quantitative surveys and qualitative data to gather comprehensive insights on how SES influences foreign language acquisition, motivation, and advantages. Findings reveal that students with higher SES backgrounds consistently report greater access to language learning resources and significantly higher proficiency levels. While parental education might not directly predict proficiency in statistical models, qualitative data suggest its indirect influence on exposure through cultural capital. Qualitative data revealed that low-SES students face structural barriers, while high-SES students benefit from enriched opportunities like travel and immersion programs. Results highlight how unequal access to language education reinforces broader educational inequalities. Ultimately, this study aspires to raise awareness of the multifaceted barriers faced by learners from diverse socioeconomic backgrounds and advocate for strategies that foster inclusion and supportive language learning environments, given the immense positive effects of learning a second language