Part II Everything old is new again: digitalization, transmediality, and remix Chapter 3 Everyday technology-mediatized language learning New opportunities and challenges Jonathon Reinhardt Abstract With the rise of ubiquitous social media, many everyday socio-literacy communication practices have become mediatized and, thus, commonplace, habitual, and unexamined. This shift poses new opportunities and challenges to second and foreign language (L2) education and computer-assisted language learning (CALL), as debates on whether digital technology can be integrated into L2 classrooms until it is normalized and no longer visible are moot. Most students now come to L2 learning with a range of dispositions or habitus associated with everyday technology-mediated literacies, influencing their reception of formal L2 learning tasks. The impact of this mediatic turn has already been documented, with learners resisting or rejecting learning activity that does not balance task parameters with the ecological affordances of a particular tool vis-à-vis agency. Retaining learner agency, however, poses a challenge due to formal curricular and assessment demands and the need to develop awareness, which is key to developing abilities to use social media for autonomous L2 learning. In response, I propose a paradigm of “technology as everyday” that recognizes the mediatic turn, contrasting with traditional CALL theoretical paradigms where technology is rarified or exceptional. This paradigm implicates approaches to research that are ecologically grounded in emic perspectives of technology-mediatized language use and a relational pedagogy that develops critical awareness of mediatized language use as socio-literacy practice. Introduction Social media, defined as any digital “application or technology through which users participate in, create, and share media resources and practices with other users by means of digital networking” (Reinhardt, 2019, p. 3), have radically altered how increasing numbers of us – over 3 billion by 2021 according to Clement (2020) – gather information and learn of news, express our interests and identities, and socialize and share with each other. They have become intertwined with our everyday socio-literacy practices. Because their use has spread globally, entailing informative, interactive, and imaginative uses of language, social media have become of great interest to language educators and applied linguists, as evidenced by recent overviews in computer-assisted language learning (CALL) (Kessler, 2018; Lord & Lomicka, 2019; Reinhardt, 2019). Learners and instructors have found that social media have real potential as authentic resources and media for L2 (second and foreign language) learning. Researchers have shown that social media, used informally outside of formal classroom curricula, can support the development of intercultural, sociopragmatic, and audience awareness, language learner and user identities, and new digital literacies (Reinhardt, 2019). There is evidence that in the classroom, certain social media types have particular potential for L2 learning – for example, blogs for reflective learning, wikis for collaborative learning, and SNSs (social networking sites) for situated learning – that can be leveraged formally with carefully designed instruction. Yet some learners, educators, and administrators respond unexpectedly and sometimes negatively to the use of vernacular (i.e. noneducational) technologies like social media as formal means for learning another language, especially if it is being learned for academic purposes. Research has