Au criticizes the socio‐educational model of second‐language learning and argues that the research literature does not offer strong support for it. The present article responds to these criticisms, indicating where they are based on invalid assumptions and/or a simplistic interpretation of the model, and reviews research findings that attest to the validity of the model. It is argued that Au's criticisms are valuable, however, in that they highlight issues in this research area, and some of the ones that are believed to be most important are then revie