The purpose of this study is to show how Korean English learners develop a critical lens to analyze graphic novels without much reflection. English as a second language studies have showed the effectiveness of using graphic novels. However, not much research has addressed teaching a critical approach to English reading at the elementary levels in English as a foreign language setting. This study describes how nine elementary school students were engaged in critical literacy practices when they read graphic novels. Their interactions during a 14-week literacy engagement with the researchers were transcribed and analyzed. Students were able to challenge the dominant ideology of the texts, sharing examples that did not fit with the beliefs presented and that represent missing perspectives. These were common reading practices that they engaged in as a means of confronting the dominant cultural representations. Some interactions demonstrated that students suggested alternative worldviews to interpret the texts, so that more democratic and broader considerations of multiple perspectives were represented. This critical literacy activity related to their empathetic connections to cultural minorities.

1. INTRODUCTION
 2. LITERATURE REVIEW
  2.1. Graphic Novels as a Form of Popular Culture
  2.2. Critical Literacy in EFL Contexts
  2.3. Developing Critical Readers of Graphic Novels
 3. METHODOLOGY
  3.1. Research Design
  3.2. Participants
  3.3. Data Collection
  3.4. Critical Literacy Curriculum
  3.5. Data Analysis
 4. FINIDINGS
  4.1. Challenging the Dominant Ideological Perspectives: UnderstandingMarginalization
  4.2. Suggesting Alternative Worldviews: Evidence of Balancing DiversePerspectives
 5. DISCUSSION
 6. CONCLUSION
 REFERENCES

• Seonmin Huh(Woosong University)
• Young-Mee Suh(Incheon National University) Corresponding author