The acquisition of a second language is not a purely linguistic or cognitive endeavor—it is deeply embedded within a learner’s socio-cultural context. As English gains prominence as a global lingua franca, the influence of cultural norms and values on the learning process becomes increasingly significant. This paper delves into the multi-layered relationship between culture and Second Language Acquisition (SLA), with a special focus on English language learners. Cultural values impact not only communication preferences and motivational patterns but also dictate the dynamics within classrooms and interactions with authority. Theoretical constructs such as Krashen’s Input Hypothesis 1 and Vygotsky’s Sociocultural Theory 2, in combination with Hofstede’s cultural dimensions 3, provide a robust framework to explore these phenomena. Drawing from cross-cultural case studies, this paper uncovers the varied experiences of learners from diverse regions and recommends culturally responsive teaching strategies. In doing so, it affirms the inseparability of language and culture and advocates for education systems that reflect and respect this synergy.
Neeraj Kumar Parashari (Mon,) studied this question.