Many language learners struggle with unequal access and lack of opportunities for active participation in meaningful reflections both inside and outside of the classroom. In this study, 15 international college students engaged in critical media literacy discussions about a myriad of social justice topics through the lens of intercultural understanding and acceptance. Participants were English language learners who analysed content and recorded video reflections on an online video discussion platform, Flipgrid, as they answered five critical media literacy questions. These critical questions fostered discussions of intercultural interpretation and students expressed their perceptions of social justice issues. This project drew on the theory of intercultural communicative competence (Byram, 1997) integrating social justice into the language curriculum in two ways: by exposing students to important issues, and by helping them claim their voice in the discussion. The results of students' video reflections and face-to-face discussions show the trajectory and growth of their progress in intercultural awareness. The findings offer guidelines for language educators to incorporate issues of social justice by using engaging platforms and media literacy practices.