Abstract When interpreting advertisements during visual literacy lessons, both teachers and learners draw from powerful discourses that are socially acquired. This article seeks to explore how these discourses enable or constrain the advancement of visual literacy education when teachers and learners interpret advertisements in English First Additional Language lessons. The argument draws on data collected from segments of two teachers’ lessons in interpreting advertisements. Insights from cultural historical activity theory and the interdependence model of critical literacy have been used to analyse this data. The findings indicate that teachers achieved the necessary cognitive shift from visual literacy to critical visual literacy, but face challenges in critiquing texts and in recognizing the reconstruction of unequal social structures.

中文翻译：

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探讨话语对提高视觉素养的影响：以广告解读为例

摘要 在视觉素养课程中解释广告时，教师和学习者都从社会获得的强大话语中汲取灵感。本文旨在探讨当教师和学习者在英语第一附加语言课程中解释广告时，这些话语如何促进或限制视觉素养教育的进步。该论点借鉴了从两位教师在解释广告中的课程片段中收集的数据。来自文化历史活动理论的见解和批判性素养的相互依存模型已被用于分析这些数据。研究结果表明，教师实现了从视觉素养到批判性视觉素养的必要认知转变，但在批判文本和识别不平等社会结构的重建方面面临挑战。