Voices interacting within language education processes and the importance of their connection with the socio-cultural English classroom context

The ever-changing L2 socio-cultural classroom contexts in Puerto Rico have needed a transformation that acknowledges the ESL students' voices. This transformation has to begin with the learners themselves and the teachers who have to acknowledge them as a vital element in the teaching and learning processes. Acknowledging these voices in classroom practices can identify unusual paths to success, and thus to meaningful L2 learning happenings.;This study presents a picture of the L2 learning happenings that foster the construction of meta-linguistic awareness, L2 learning, and L2 interactions at the university level. It employs a qualitative methodology based on action research with phenomenological foundations. This methodology was employed when exploring the following questions: (1) What L2 learning happenings foster the construction of meta-linguistic awareness. L2 learning, and L2 interactions during reading activities before entering the university? What is the significance of these happenings? (2) What L2 learning happenings foster the construction of meta-linguistic awareness, L2 learning, and L2 interactions during reading activities at the university level? What is the significance of these happenings? (3) What changes should take place in L2 learning happenings to foster L2 learning and willingness to engage in classroom interactions during reading activities? (4) What is the relationship between L2 learning happenings, socio-cognitive processes, socio-cultural dispositions, meta-linguistic construction and the learners' L2 learning and willingness to engage in classroom interactions during reading activities?;A variety of data collection strategies included autobiographies, reactions, reflections, and learning diaries. The three main categories that emerged from this study were instructional resources and strategies, task management and language use. Subsequently these categories were subdivided into the skills attained and the experience with using these main categories.;Results from the data analysis allowed the researcher-practitioner to develop a systemic L2 educational model. Employing this model can result in meaningful L2 learning happenings that enhance socio-cultural and socio-cognitive processes and foster the construction of meta-linguistic awareness, L2 learning, and L2 interactions. Theoretical, curricular, and methodological implications and recommendations for future research and L2 classroom practices are also presented.