In this chapter, we present and discuss the contributions that usage-based theories of language have made to the theory and practice of second language learning and teaching. Soon after its establishment as an independent theoretical framework, usage-based linguistics inaugurated an applied branch with two volumes by Pütz et al. dedicated to second language acquisition (SLA) and language pedagogy (LP). Rather unusually, usage-based theories retained a close link between linguistic theory, the theoretical study of language acquisition and the development of language pedagogy, resulting in a number of direct applications of usage-based linguistic insights to the study of language learning and teaching.Because of the crucial role that cognitive capacities play in usage-based approaches they are naturally amenable to the integration of insights from psychology. We will zoom in on a particularly fruitful line of research that has seen insights from the psychology of learning applied to language across L1 and in L2. Looking ahead, we discus work that puts learning models from psychology to use for the operationalisation of the usage-based notion of emergence, thereby challenging traditional assumptions regarding the mental representations of language attributed to language learners by linguists and how these apply to the theory and practice of L2 learning and teaching.