Аннотация
This paper explores the importance of media literacy in promoting critical communication in language teaching classrooms. It argues that media literacy skills enable students to critically analyse media messages and understand how language and communication are used to construct meaning. Authors reflect on media literacy practices as modes of teaching that challenge students' critical communication to resist fake news and disinformation in language classrooms. The present study aims to investigate how best the ability to access, analyse, evaluate and create messages in various forms can enhance the student’s language awareness in social, cultural, political, and ideological contexts within language teaching and learning. Authors believe that language instructors can help students develop critical communication skills by integrating media literacy into language teaching for navigating today's media-rich environment. The paper provides practical suggestions for how language educators can integrate media literacy into their classrooms and offer examples of activities that promote critical communication skills. The results suggested that the adjusted 5As Model for media literacy & language teaching has contributed to developing KazNU students’ critical communication. Students demonstrated significant improvements in critical reading, listening, speaking and writing and motivation to become critical thinkers. This model also provides a practical way to engage learners in the language learning process and promote active and critical participation in today's media-rich environment.