This paper reports on a study investigating the impact of differences in the learning context on oral L2 fluency outcomes. The study specifically focuses on the effect of different levels of L1 and L2 prominence (as determined by their status, functions roles and domains of use) in the extracurricular context on the speed, breakdown and repair fluency of the L2 speech of German learners of English (ages 8-14). Controlled variation of L1 and L2 prominence is observed across 4 different authentic language learning contexts. The results demonstrate an effect of different levels of L2 prominence on L2 speed and breakdown fluency and grant support to a gradient operationalization of language prominence. It further suggests that L1 prominence is a relevant factor in the operationalization of context. The different dimensions of fluency (i.e., speed, breakdown and repair fluency) are affected differently by elements in the learning context, which confirms the multilayered approach to the construct.