In the field of second language acquisition, few studies have addressed the issue of gender, particularly its influence in class participation. This study investigates gender in three areas: gender dynamics, interactional styles, and its impact on second language learning. Qualitative research was conducted in a university-level ESL program. Data were collected for over two months including classroom observations, fieldnotes, and individual interviews. Ten participants, five males and five females, were selected from diverse cultural backgrounds. Data analysis was based on a dynamic, interactional, scaffolding, and holistic (D.I.S.H.) approach, offered by the diversity framework of language and gender studies and Vygotsky's the Zone of Proximal Development (ZPD).

The results showed that each participant carried his or her own repertoire of gender dynamics, which contained its potentials and could be expanded when social relations varied. These repertoires centered on familiarity, which served as a factor to mediate gender dynamics. Gender was imbedded in seven major interactional styles, from word, phrase, and sentence level to discourse levels. In addition, gender promoted as well as hindered second language learning in linguistic, psychological, and social levels.

Familiarity not only influenced gender dynamics but also second language learning. The findings imply that the view of fixed interaction is challenged. Equal time of participation could be achieved not by increasing the amount of time but by increasing familiarity. Instructors and curriculum developers may design activities to establish familiarity. Social conversations meet the needs of language learners for establishing familiarity. Therefore, teaching and learning could be accomplished through guided or theme-based social conversations, which facilitate gender dynamics as well as create opportunities for second language practices.