Systematic Review of Scholarly Work on Social Class Identities in Second and Foreign Language Educational Contexts

This paper presents a review of scholarly work on social class identities (SCI) in second and foreign language (S/FL) educational contexts. Of the 94 studies identified, 31 were annotated. Thematic analysis was employed to identify trends elucidating where, what, and how SCI has been conceptualized, theorized, and methodologically designed. Inclusion criteria focused on SCI research in S/FL contexts, while studies examining SCI outside educational settings were excluded. Results indicate a slow-growing interest in SCI and critical theory, with a Europe-Western dominance. SCI has been approached as: a fixed category based on socioeconomic status determining educational and L2 learning factors; a performed sociocultural phenomenon grounded in individuals lived experiences; a process experienced by study-abroad and migrant individuals; and as an element of colonial difference. Research gaps include SCI examination in EFL contexts and from decolonial perspectives, highlighting the need for political action to subvert social inequalities and address colonial wounds related to socioeconomic issues.