A socio-educational model of second language learning suggests that the learning of a second language involves both an ability and a motivational component and that the major basis of this motivation is best viewed from a social psychological perspective. The motivational component is influenced to some extent by factors that affect an individual's willingness to accept "foreign" behavior patterns. Language is an important part of one's own identity, and the extent to which one can incorporate another language successfully is related to a variety of attitudinal variables involving ethnic relations, as well as ability and linguistic factors. The major operative construct in the socio-educational model is motivation, and it is possible that the cultural milieu in which language learning takes place will influence which attitudinal variables serve as basic supports for this motivation. A three-page reference list and three figures are appended. (MSE)