Acquiring, using and liking English as an additional language cannot productively be viewed as strictly psycho-educational considerations which can be fathomed in isolation from major societal factors. Indeed, acquiring, using and liking English are very imperfectly related to each other and if they are to be appreciably understood, we must turn to more sociolinguistic considerations, attitudinal as well as non-attitudinal. Both types of considerations are always in order, although in predicting English acquisition and use non-attitudinal factors are of greatest moment and in predicting English attitudes attitudinal factors are primary. In accounting for English acquisition, social class considerations and the interlocking nature of acquiring speaking and reading are the primary nonattitudinal predictors. In accounting for English use, technological involvement and English in one's education are the primary non-attitudinal predictors. In accounting for pro-English attitudes a combination of all of the foregoing constitutes the primary non-attitudinal predictive constellation, plus an intimation of regional rather than national self-description. The primary attitudinal contributions to predicting English acquisition, use and attitude are an equally parsimonious and interpretable set of variables: high modernization orientation, low national consciousness and low language consciouness orientations, and little concern for language purism or language planning as a whole.