ABSTRACT
This chapter starts from the observation that present-day language learners are exposed to pop cultural media that, through their visual elements and content as well as their language varieties used, can be viewed as a form of mind engineering as they may transport specific identities, power structures, stereotypes, and ideologies that uphold discriminatory practices. It is suggested that language education is a political activity that plays an essential role in identifying and countering such social injustices. After introducing central theoretical concepts, this contribution reviews pertinent sociolinguistic work on narrative telecinematic media aimed at children, develops a case study on a current animated series, and illustrates the potential of analyzing linguistic usage and concurrent social attributions in these artifacts. By focusing specifically on cultural and linguistic stereotyping (i.e., bias in the form of an association of a particular, often non-standard, usage with unfavorable social traits of a character), it discusses the relevance of critically engaging with such media in language education and outlines practical implications (i.e., general suggestions for designing teaching materials as well as specific activities) to illustrate ways forward toward anti-discriminatory and inclusive teaching practices. These will foster critical consumers and eventually responsible world citizens who value freedom of speech and independent thinking.
