ABSTRACT
This chapter suggests some pedagogic approaches which might help readers to resist certain kinds of assaults presented by written texts: to challenge, that is, particular ways of talking about persons, places, events and phenomena and ways of talking to the reader of positioning her/him in particular ways. Critical reading has not been generally encouraged in the English as a Foreign Language (EFL) classroom in either the wider or the narrower sense, whether we are talking of those with very limited English language proficiency or of quite advanced learners of English. EFL students are often marginalised as readers; their goals in interacting with written texts are perceived to be primarily those of language learners. Critical reading in the EFL classroom will take different forms with different groups of students. This is first because students will come with different levels of language and literary awareness drawn from reading and learning experiences in their first language context.
