Social media represents a genre of substantial technological and interpersonal possibility for twenty-first-century language learners. Social platforms don’t just unite users all over the world according to shared interests, but they do so in truly global fashion: around-the-clock and via a flurry of text-, picture-, music-, and video-centric modalities that seek to document every social and intimate aspect of the human condition. Today many learners arrive in the language classroom supercharged with significant experience with these social platforms, which, if instrumentalized thoughtfully, can be leveraged to accelerate their language acquisition process. The genre, however, comes with its own set of unique challenges that educators must anticipate in order to optimize learning. First, educators must take care to design tasks that encourage an authentic use of the social platform and its technological functionalities, such that the proposed learning task mirrors activities that the learners might reasonably carry out in a non-educational setting in one of the languages they already use. Secondly, educators must determine the appropriate audience and scale of their social media projects, so that learners may both maximize their impact by being able to make direct contact with experts/celebrities in the field, while also having the opportunity to work locally with a smaller group of peers. Finally, educators must understand the full range of technological functionalities on offer in each platform, such that they can design activities to take advantage of these capabilities as they pertain to diversity and multimodal expression. In this entry, an overview of social media activities for the world language classroom is presented, alongside a discussion of their most successful attributes.