Summary

As more linguistically diverse students populate classrooms around the world including the United States, providing them with equitable and rigorous learning experiences through critical literacy has become a pressing issue in the field of education. By focusing on basic language and literacy skills, English language learners (ELLs) have rarely been exposed to critical literacy, a force to empower them as active learners. One of the major reasons is based on the misconception that ELLs, who are learning English, might not have the ability to critique and analyze texts, issues, and realities. More recent empirical studies challenge this misconception by showing the possibilities of ELLs’ engagement in critical literacy practices. The specific frameworks developed by language and literacy scholars have contributed to making critical literacy theory a more applicable and approachable practice. Despite the possibilities shown from recent research in classroom contexts, challenges also exist from both micro- and macrolevels. Challenges include the absence of fundamental critical literacy tenets from the school curriculum and policy, the absence of required critical literacy coursework from many pre- and in-service teacher education programs, and educator discomfort, rooted in misconceptions and false assumptions, with the implementation of critical literacy strategies in their classrooms. Both challenges and possibilities provide directions to the field of critical language and literacy education for future research and practice as ways to address affording equitable access for increasingly diverse ELLs.