We used a mixed methods approach in this chapter to show the strong relation between the development of second language competence and how language is (re)used and analysed within various discourse settings. Building on theory that explains learning as a progression from the social and interactive planes to the cognitive, the term “proceduralisation” is proposed to denote the gradual development of language learning as a cyclical process. Results show that the trajectories of language use and learning are closely intertwined. On the one hand, language constructions are consolidated and generalised through their use in different contexts. On the other hand, the regulation and structuring of language use is mediated by the multimodal resources of the classroom.