Critical literacy and Language acquisition. I (Yiola) have pondered these two concepts — what they mean, what they entail, and why they are important. In much of the literature I have read, there appears to be distinct 2 camps: those who study language acquisition that is, how we learn to read and write: how we develop phonemic awareness, and learn to decode, and develop syntax and those who study critical literacy: a newer approach to learning how to analyze and understand texts in a socially conscious way. I have asked myself, are they in two distinct domains of Language discourse? They appear to be. Do you agree? Yet, when I think about teaching literacy to children in the context of schooling and what readers and communicators need to know, then critical literacy is a form of language acquisition. Children must know how to read and analyze texts, and they must know how to read and analyze the world. Children acquire language through critical literacy. Critical literacy is then a significant part of language acquisition. In teacher education literacy courses, is the concept of critical literacy taught with the same importance and priority as the more traditional methods and means for language acquisition? Ultimately I’m wondering, what are the essential components of literacy curriculum for 21st century teacher education programs?