Critical approaches to CALL recognize how digital tools that enable language learning are never neutral. The design and use of these technologies are implicated in issues of power and ideology, shaping inequalities and modes of exclusion in various learning environments. CALL research that integrates this critical lens draws attention to the inequalities of learners, tools, and classrooms. It recognizes that learner access to digital technologies and other material, cultural and social resources is unequal, shaping diverse digital literacies. More than being aesthetic or functional, the sociotechnical design of platforms is ideologically loaded, indexing the intentions of their developers while shaping behaviours online. Adaptive learning systems and AI technologies that operate through big data and algorithms can reproduce and even amplify existing social biases. In the language classroom, the ways in which teachers integrate these tools into their pedagogy also have profound implications in terms of privileging and marginalizing certain learners. By drawing attention to the way power operates in the many layers of a digitally-mediated learning environment, critical approaches to CALL raise pivotal questions about issues of equity and inclusion, and advocate for technology use that can foster a more inclusive and socially just future.