Integrating Critical Discourse Analysis in the Language Classroom: A Proposed Framework for Developing Media Critical Literacy

The COVID-19 pandemic has brought about significant challenges that have highlighted the importance of media literacy, especially in navigating the surge of misinformation. This paper addresses the necessity of integrating Critical Language Awareness (CLA) into language education to enhance students' ability to critically evaluate media discourse. Drawing on Critical Discourse Analysis (CDA) and Systemic Functional Grammar (SFG), the proposed framework equips higher education undergraduate students with the skills to analyze media texts critically. This approach not only improves language proficiency but also fosters critical engagement with socio-political contexts, ultimately promoting responsible information consumption. The framework includes practical implementation steps, encompassing both online and face-to-face activities, enabling students to understand how language shapes social realities. Emphasizing a hybrid educational model that blends technology with critical pedagogy, the study addresses the evolving demands of the post-pandemic digital landscape.