TEACHING WITH MULTIMODAL TEXTS THROUGH A CRITICAL LITERACY LENS WITHIN AN ENGLISH AS A FOREIGN LANGUAGE CLASSROOM CONTEXT

This article explores the role of critical framing in selecting and using multimodal texts an English as a Foreign Language classroom to engage students larger world shed light on human experiences contemporary global issues. Specifically, we invite educators explore language literacy practices that can provide opportunities examine implicit explicit biases power relations portrayal cultural We ground this discussion responsiveness addressing pertinent issues semiotics within context.