Integrating Media Literacy into TESOL Curriculum for Adult Learners in Community Colleges

Abstract

Aim: This study investigates how media literacy is integrated into the TESOL (Teaching English to Speakers of Other Languages) curriculum and how its incorporation could encourage adult learners in U.S. community colleges to learn more effectively, enhance cultural consciousness, and become better critical thinkers. Study Design: A thorough peer-reviewed literature review was conducted to examine recent studies on media literacy practice in TESOL programs for adult learners. Methodology: The study employed systematic literature review methodology in analyzing peer-reviewed scholarly journals between 2020 and 2025 from repu pic academic databases such as Google Scholar, JSTOR, and the TESOL Quarterly. The reviewed studies analyzed media literacy pedagogy, adult education, and intercultural communication in community college settings. The inclusion criteria emphasized peer-reviewed publications documenting teaching methods, learning outcomes, and program implementation concerns. Results: The study shows that integrating media literacy into TESOL instruction improves learners' critical evaluation of digital content, cross-cultural awareness, and engagement with real English language use. Different studies cite increased learner confidence, classroom participation, and use of English in daily digital communication. Conclusion: The incorporation of media literacy into TESOL curriculum facilitates linguistic and cognitive growth of adult learners. It also enables students to engage with media-rich environments in thoughtful and responsible ways. The study encourages TESOL teachers and curriculum developers to incorporate media literacy practices into teaching planning in an effort to foster balanced, holistic, and relevant language learning.