Critical Media Literacy in TESOL: Theory and Classroom Practice
FACT-CHECKED ✅*
In our global age, students live surrounded by media – from viral videos to news feeds. Without guidance, learners may passively absorb biased or misleading messages, but with the right skills they can become active, critical users of English. Research shows that when English learners practice interpreting media, they gain valuable language and life skills. For example, a review of studies in U.S. community colleges found that integrating media literacy into ESL instruction “improves learners’ critical evaluation of digital content, cross-cultural awareness, and engagement with real English language use”. In simple terms, this means students learn to question online information, understand different cultural viewpoints, and use English more confidently in real situations.
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| With the right skills, students can become active, critical users of English. (📷:coep.nz) |
Mlekuž (2017) describes critical media literacy (CML) as a way to reveal hidden assumptions in media. As one summary puts it, CML “helps understand how media construct messages, influence and educate audiences and impose messages and values”. In practice, this means we ask students to go beyond whether they like a YouTube video or news story, and instead ask: Who made this? What values are shown? What’s left out? By raising such questions, we connect language learning with critical thinking. Hilary Janks and Allan Luke also emphasise that all texts (including videos and websites) can be ‘read’ critically for power and representation. This critical lens helps learners see that language is not neutral – it can shape opinions and identities.
Linking Media Literacy to Language Learning
Critical media tasks do more than build thinking skills; they naturally practice language. For example, when students analyse a news clip or social media post, they read authentic English, infer meaning from context, and discuss ideas in their own words. A study on English for migrant youth found that student media projects foster the development of critical thinking skills, the acquisition and use of new vocabulary and idioms. In other words, as students talk about an advertisement or movie scene, they pick up phrases and expand their vocabulary. Another case study described a middle school teacher who had English learners interview community members and create their own media. The students not only gained pride and motivation, but also “demonstrated substantial academic gains in their English language development”.
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| (📷:empowervmedia) |
Importantly, linking classroom work to real life makes learning meaningful. When students critique a news headline for bias or make a short video in English, they connect English to their world. Afrilyasanti, Basthomi, and Zen (2025) note that incorporating CML in EFL (English as a Foreign Language) improves students’ linguistic ability, critical thinking, and socio-cultural awareness by tying lessons to authentic media content. This means students not only learn English, but also learn about cultures and communities through language. Such authentic, project-based work can engage shy or disconnected learners by showing that their own voices and perspectives matter.
Core Theoretical Foundations
Critical Media Literacy theory draws on critical pedagogy (think Freire) and media/cultural studies. It asks teachers to help students decode media messages. Kellner and Share (2007, 2009) pioneered many of these ideas, urging analysis of ideology in media. They suggest using questions like Who created this message? What values does it represent? Why was it made?. These “five core questions” guide students to notice images, word choices, and underlying purposes. By applying these questions, teachers “can teach critical thinking not only in the area of media, but also in any kind of communication,” creating a classroom where all voices can question and learn.
Critical literacy frameworks like Hilary Janks’s model offer another perspective. Janks (2009) emphasises access, meaning-making, and power. In practice, one might ask: who can understand this text as it is? How does language use (like slang or formal tone) control meaning? Who benefits or suffers from this message? By exploring such questions, students become aware of how English itself can include or exclude people. Allan Luke’s work similarly highlights that language learning should involve ‘reading the world’ – using texts (including media) to understand society.
Together, these theories insist that language education is not neutral. Instead of just “skills practice,” a CML approach treats media as a tool to discuss values and social issues. It encourages teachers to challenge the myth that news or entertainment are unbiased. For example, Kellner and Share talk about challenging the idea that media are “just entertainment” – they’re actually shaping beliefs. This theoretical view motivates teachers to include lessons on topics like representation (How are women shown in ads? Are certain groups ignored?).
Classroom Strategies
How does this look in practice? Media analysis exercises can be simple and powerful. For example, show a short English video clip or news photo and ask guided questions: “What is the obvious message? Is there a hidden message? Who is the intended audience?”. Even beginners can describe what they see and speculate on who made it. For higher levels, compare two news reports on the same event, noting differences in tone or focus. Teachers in community colleges reported having learners compare local and international news on the same story; this expanded students’ vocabulary while making them aware of perspective.
Creating media projects is another strategy. Working in small groups, students might script and film a short video or photo story. For example, a class could produce a mini-news broadcast about school life, or a podcast on a favourite cultural topic. In doing so, they practice writing, speaking, and technical language (script, recording) while thinking critically about content. Research notes that projects like “group multimodal projects” – where students use images, audio, or video – engage critical thinking and language use. As one reviewer noted, using contemporary media like music videos or movies helps teachers “easily relate and connect to students’ lives” and challenge students to critically think about the messages they receive.
Digital literacy activities also fit well with language learning. Teachers can have students examine their own social media feeds in English: pick an English meme or tweet and discuss why it’s funny or persuasive. Checking the source of an English-language news item can build reading comprehension and fact-checking skills. Dr Naashia Mohamed suggests explicitly teaching the difference between misinformation and disinformation: both are false, but disinformation is meant to mislead. Addressing this in class through examples is “critical literacy” in action. Such discussions naturally involve new vocabulary (fake news, bias, credible, etc.) and speaking practice.
Integrating culture and discussion: Media literacy lessons naturally open cultural conversation. For instance, after watching a short commercial for a product (in English), students can discuss how cultural values (like consumerism or family ideals) are shown. This can be sensitive, so it’s important to create a respectful classroom atmosphere (which builds trust and engagement). When students feel safe, they gain empathy by hearing how peers interpret the media. Teachers can model critical yet respectful language, showing how to agree/disagree in English.
Across these strategies, the key is empowerment and voice. As Mlekuž (2018) explains, critical media projects help marginalised or shy students see that their ideas matter. By asking open-ended questions and valuing each student’s perspective, teachers give learners confidence. Students become empowered “to transform their educational process… and become active citizens – active creators of their own lives and their society”. This emotional boost – seeing English as a tool for personal expression and social change – can motivate learners far beyond rote drills.
Challenges and Tips
Introducing media literacy does require care. Teachers may worry about controversial topics or about time for test-focused content. Research suggests starting small and building gradually is best. For example, even a 10-minute media activity once a week can spark interest. It’s also important to balance: media tasks should support language goals (e.g., target specific vocabulary or grammar while analysing a short text). One might find success using local news in English for listening practice, followed by a guided discussion about the story’s biases.
Another tip is to scaffold media competence: explain new terms (like bias, source, credibility) in simple English first. Use visuals and translations as needed. Encourage students to use their home language if needed when first discussing complex issues, then reflect on how to say it in English. This respects their backgrounds and links first-language insights to English learning.
Finally, keep the tone inspiring. Share with learners why media literacy matters: “This helps you be smart about what you read online and become a stronger English speaker at the same time.” Celebrate successes – if a student uncovers an assumption in a news article, recognise that insight. Over time, students often begin to ask critical questions on their own, showing curiosity and trust.
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| When English learners practice interpreting media, they gain valuable language and life skills. (📷:canva) |
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Incorporating critical media literacy into English teaching means guiding students to ask why and how – not just to memorise language. By blending theory and practice, teachers can create classes where learners analyse a news story today and speak confidently tomorrow. The research is clear: linking media analysis with language practice builds skills, awareness, and learner agency. As educators, we have the power to make media literacy a natural part of our TESOL toolbox – inspiring students to use English to navigate and shape the world. Let’s start today by asking: what’s behind the story, and how can we help our students discover it?
