This research aims to establish the effect of computer technology on learning in a multilinguistic language class. South African learners in a grade 11-multilinguistic language class who have Afrikaans First Additional Language (FAL) as a subject did not necessarily receive instruction in Afrikaans as a home language in their primary school years. There are first language, first additional language, second additional language and third additional language speakers of Afrikaans in one class; all from different backgrounds, cultures and social circles. The challenge is that at the end of the year all of them have to reach the same learning outcomes and are evaluated by the same assessment criteria in Afrikaans FAL. The literature review includes an explanation of the theories of new literacies, FAL acquisition and previous research in the field of the integration of emerging technologies. My conceptual framework adapts the Technological Pedagogical Content Knowledge (TPACK) framework to incorporate Vygotsky‘s zone of proximal development (1978). By employing a qualitative case study, I observed the development and learning of 19 learners in such a multilinguistic language class, utilising the power of the internet and harnessing the use of specially created blogs to collect data. Technological platforms such as blogs, chat rooms and e-portfolios were employed to observe learners‘ language behaviour and the cyber-culture shared by each other. Findings firstly indicate that learners and teachers in this inquiry prefer the integration of technology in the FAL classroom. Secondly, authentic instructions and written corrective feedback (WCF) were key components that encouraged deep FAL learning. In the third place, the integration of the Turnitin software program in a second language classroom has given rise to a different style of communication and resulted in spontaneous collaboration amongst all learners interacting in the target language on the discussion board of Turnitin. Not only was language acquisition enhanced, but self-directed learning was scaffolded in a social constructivist environment.