International sojourners who are learning a new language in an immersion environment are the focus of many second language acquisition research studies. Several studies have examined the language socialization of populations such as study abroad participants (Duff, 2007; Kinginger, 2008, 2015) and international students (Ortactepe, 2013; Umino & Benson, 2016). However, there exists another, significantly understudied population of sojourners living in university communities: the spouses of international students and visiting scholars who accompany their partner abroad. The experiences of these international spouses provide a unique look into second language socialization because, unlike many other sojourners, they are not automatically connected to a network of classmates or colleagues. Instead, international spouses who want to network with the local population must actively access and engage in social interactions with limited to no assistance from the university. In order to investigate how language learners without automatic access to social interactions undergo second language socialization, I posed the following three research questions: (1) What social interactions do international spouses engage in? (2) What factors influence which social interactions international spouses engage in, and how? (3) How do these social interactions contribute to the international spouses' language development? To answer these questions, I drew on several theoretical constructs from second language socialization including identity (Norton, 1995), investment (Norton, 2011), and individual networks of practice (Zappa-Hollman & Duff, 2015). My data included interviews with 15 international spouses, case studies of five international spouses over the period of several months, and observations of three ESL programs that international spouses attend. Based on this data, I conclude that the formation of language learners' social networks is heavily influenced by their personal goals, such as gaining a promotion or traveling to other countries, and their access to social interactions, both of which are influenced by their current and imagined identities. Based on the language learners' investment and opportunities, these networks in turn influence the language practice that language learners receive, thus shaping their language development. I conclude with implications for second language acquisition research, ESL programs, and universities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]