INTEGRATING MEDIA LITERACY IN ESP VIA DIFFERENTIATED INSTRUCTION

Abstract

This article examines strategies for integrating media literacy across entire curricula, with a focus on the various branches of English for Specific Purposes (ESP) and Special Educational Needs (SEN). The proposed approach addresses the needs of diverse learner profiles and promotes accessibility. It aims to equip students with essential skills to decode complex media messages, assess credibility, and engage in critical inquiry alongside targeted language development. By mainstreaming media culture and literacy into all classroom interactions, educators cultivate the competence and critical thinking necessary to build resilience against disinformation and narrative manipulation. The study also highlights the importance of fostering agency among educators and students, which empowers both educators and students to actively navigate and shape their own development within a rapidly shifting informational landscape. Practical examples illustrate how media literacy can be integrated into Business English curricula while accommodating the specific requirements of SEN learners.

The article aims to offer a comprehensive pedagogical and methodological framework for advancing media literacy through the spectrum of ESP and SEN curricula, infusing differentiated instruction and the SAEN (Social, Academic, and Educational Needs) approach to ensure a holistic learning experience.

Methodology: The study is grounded in a comprehensive analysis of academic literature, systematic data comparison, focused pedagogical observation, and a synthesis of hands-on teaching expertise.

Scientific novelty. This work establishes a theoretical foundation for merging media literacy with ESP by simultaneously applying differentiated instruction and the SAEN model. By positioning media literacy as a fundamental component of professional communicative competence rather than an elective one, this integration benefits all participants of the educational ecosystem and ensures that learning is tailored to individual student profiles.

Conclusions: Integrating media literacy into pedagogical frameworks is vital for student agency. It shifts learners from passive consumers to autonomous, critical participants. By deconstructing narratives and identifying logical fallacies, this method helps students base decisions on objective reality, not algorithmic influence. This approach is a versatile model for fostering the cognitive independence necessary for modern civic engagement.