Invisible Barriers in Second Language Acquisition
Second language acquisition in contemporary educational contexts is increasingly shaped by access to digital resources, yet inequality in digital access remains underexplored in language education research. This paper investigates how digital poverty intersects with socioeconomic disadvantage to influence English language learning outcomes among learners from low-income backgrounds. Drawing on sociocultural theory and digital divide scholarship, the study reconceptualizes second language learning as a digitally mediated process in which access to technology determines exposure, interaction, and practice opportunities. It is argued that learners who lack consistent access to digital tools are systematically excluded from key language-learning environments such as online communication platforms, multimedia content, and adaptive learning applications. This exclusion contributes to persistent disparities in English proficiency development. The study further highlights how institutional limitations in low-resource educational settings may reinforce rather than mitigate digital inequality. The paper concludes that addressing contemporary language learning disparities requires integrated policies that combine educational equity initiatives with digital infrastructure development and inclusive pedagogical design.