The amount of time that people, especially young people, spend on communicative activities in social media is rapidly increasing. We are facing new arenas with great potential for learning in general and for language learning in particular, but their impact on learning is not yet acknowledged as such in educational practice (e.g., Conole, 2010; Lewis, Pea, & Rosen, 2010; Thorne, 2009). The aim of this case study is to scrutinize how social networking sites (SNSs) serve as new contexts for learning when implemented in school practices. The focus is mainly on how students frame (Goffman, 1974/1986) this activity to scrutinize the implications for their language learning and how they learn to communicate in culturally relevant and productive ways. By applying a socio-cultural-historical theoretical view of communication (Vygotsky, 1939/1978; Wertsch, 1998), this paper reports findings from ethnographic data of a Facebook group in formal English learning contexts with students aged between 13-16 years old comprising one school class in Colombia, Finland, Sweden and Taiwan, respectively. The results indicate that the students' communication was characterized by a) a communication in response to institutional requirements, b) their customary interaction in social media, or c) a juxtaposition of both. [For the complete volume, see ED574893.]