Abstract: Intersectionality refers to the experience of multi-faceted emotions from diverse angles (Crenshaw, 1989). This concept, originally developed in Western studies, has been applied to critical pedagogy, which concerns minority individuals in educational or vocational settings. The purpose of this study is to provide an overview of the concept of intersectionality in Second Language (L2) education and propose a new term for the main concept. Recent research has encouraged the use of quantitative and mixed-methods designs for measuring intersectionality. As such, the new term \\\\\\\"discrima,\\\\\\\" derived from the Latin word \\\\\\\"discrimen\\\\\\\" meaning discrimination, is proposed to refer to the emotion experienced after discrimination. Intersectionality is used to pave the way for further steps in quantifying the intersectionality line of research. This study also explores what intersectionality is, where it originates, where it occurs in L2 education, and whether the concept can effectively express what should be expressed. The implications of this research are relevant to educational policymakers and course designers who can use the concept in real-world settings. Emphasizing the emotional aspects of intersectionality may help prevent unpleasant L2 learning and teaching experiences for minority groups. Therefore, this new term may facilitate promoting L2 education internationally. It would be beneficial for future research to provide more details about the significance of the new term \\\\\\\"discrima\\\\\\\" in measuring intersectionality and to offer examples of how the concept of intersectionality can be applied in L2 education.

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