It is important that educators insist on dealing with “difference”. Tensions in this area may in part be explained by the fact that teachers are generally secure in managing the practical side of “difference”.

The aim is to promote a deeper understanding of critical literacy theory, to elaborate on an approach which contributes to the teaching of English as a second/foreign language, and to collaborate with projects that raise awareness about diversity.

Studies based on multiliteracies, critical literacy, and literacy for 'difference' may provide resources for a curriculum supported by both the” difference” and conventional approaches. It is not merely intended to include questions related to homosexuality and racism, as well as linguistic varieties which are apparently self-evident.

A critical curriculum - in English language teaching - would not focus strictly on grammar aspects or linguistic skills, but also be concerned with a multiplicity of meanings that are manifested within power struggles, and how the reader takes a position in his/her interpretation of this reality.

The critical curriculum seeks to problematize different views in order to understand why people relate to various loci of enunciation, i.e. how they stand in relation to sociopolitical issues and the consequence of these positions.