Abstract
Until recently, sociolinguistic approaches to the study of second language learning focused on the role of language variation and linguistic interaction in the learning process. In the past few years, several scholars argued for the broadening of the scope of sociolinguistic inquiry in SLA. In accordance with this call and with recent developments in the field of sociolinguistics, the present paper examines the issue that remains ignored in mainstream SLA -access to linguistic resources of the second language. It is argued that the L2 learners' and users' linguistic, racial, ethnic, gender, cultural and social identities mediate access to linguistic resources and interactional opportunities in the L2.
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