Culture and family backdrop play a significant role in devising learning tendencies and outcomes. Cultural differences create two primary boundaries that separate hierarchy style from equality and individualism from Communitarianism. According to a hierarchical system, teachers expect the students to behave in a predetermined way and obey and respect the teachers and students expect that teacher will provide them expert guidance and information. On the other hand, equality based institutions imply the role of the teacher as a facilitator. Similarly, according to individualism; students are trained to behave and manipulate in a more independent way. Meanwhile, Communitarianism affirms the need for higher authorities to take the charge. The outcomes of all these approaches yield a different level of productivity and explicate the influence of culture on learning. (Gonzalez, 2006) Like cultural factors; socio-cultural aspects too, impact the overall efficacy of language learning; these factors include intrinsic and extrinsic factors. Intrinsic aspect deals with personal developmental issues and depicts the family and domestic influence of a person on second language learning. Meanwhile, extrinsic side of socio-cultural influence demonstrates the external atmosphere of a person that implicitly or explicitly affects individual’s skill to learn the second language. Today’s world of globalization stresses the need of polyglots and to learn a second or third or fourth language; a person’s home language always proved to be effectual. Teachers can take use first language of the student to provide approximations of different syllables and words to develop a better and enhanced learning process. When it comes to ELL; bilingual approach becomes the smartest apt and brings most impressive and satisfactory results. (Goldenberg, 2008)ReferenceGoldenberg, C. (2015, April 29). Teaching English Language Learners: What the Research Does and Does Not Say. http://www.colorincolorado.org/research/teaching-english-language- learners-what-research-does-%E2%80%94-and-does-not-%E2%80%94-say Gonzalez, V., Yawkey, T. D., & Minaya-Rowe, L. (2005). English-as-a-second-language teaching and learning: pre-K-12 classroom applications for students’ academic achievement and development. Boston, MA: Allyn and Bacon. Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders: handbook on bilingualism and second language learning. Baltimore, MD: Paul H. Brookes Pub. Co.