Abstract

This paper reviews theoretical studies on social class identities (SCIs) in second language and foreign language (L2/FL) educational contexts. Thirty-one out of 94 studies were annotated. Thematic analysis elucidated what, where and how SCIs have been conceptualized, theorized, and methodologically designed. While studies on SCIs in L2/FL contexts were included, research outside of school settings was excluded. The results show a slow interest in SCIs and a Euro-Western and critical theory dominance in them. SCIs have been approached as a fixed category based on socioeconomic status, a sociocultural phenomenon founded on lived experiences, a process experienced by individuals studying abroad, and as an element of colonial difference. The research gap implies the need to study SCIs in ELT contexts and from decolonial perspectives to take political action aimed at subverting social inequalities and colonial wounds related to socioeconomic issues.

Keywords: decoloniality; identities; second and foreign language; social class