The concept of critical literacy beckons educators to establish a broader view of literacy and the role it plays in American culture. Whereas a traditional approach to English language literacy might purport to maintain the language learning classroom
as a neutral backdrop to rote learning, a critical literacy approach defines the culture, structures and functions of the society in which English will be used, (Morgan, 1998). Going beyond specific strategies and methods to link English learners to an education
in which they are prepared to be fully-functioning global citizens is a challenging but necessary step. Literacy is not passive conduit by which English Learners acquiesce to the salient aspects of the culture. Rather, literary has an active role in shaping
beliefs and expectations. It lays the ground rules for participation or exclusion. Literacy practices, attitudes, and beliefs can afford, as well as divert, opportunity.
The practice of textual analysis further demonstrates this dynamic and interactive view of literacy. According to researcher Alistair Pennycook, textual purposes, intentions, meanings, structures, influences, and relationships can be classified in four
ways:
Definitions of Literacy
