Given the central role of mass culture (e.g. advertisements, movies, TV series etc.) in our postmodern era, mass culture texts have been introduced into many curricula as teaching material. It is widely argued that mass culture texts help students to get actively involved in the classroom proceedings, to expand their creativity and to facilitate their understanding of abstract scientific notions. On the other hand, mass culture texts constitute one of the basic mechanisms for the production and understanding of linguistic variance phenomena, insomuch they derive elements from the entire spectrum of the available sociolinguistic resources of a certain linguistic community (e.g. geographical dialects, socio- lects, minority languages).
However, mass culture texts do not reflect the sociolinguistic reality but, by means of practices of choice and transformation, they represent it through a particular perspective that propagates certain ideologies for the language and the world. Therefore, the primary educational objective of the mass culture texts is to develop the critical stance of the students against the representations of the sociolinguistic reality that is constructed in such texts, in order for the students to understand their ideological functions.
Adopting the Pedagogy of Multi-Literacies we will analyze the terms and conditions of their educational use in the frames of the language teaching ap- proaches of Critical Literacy.