The paper weighs the merits of incorporating media literacy concepts, strategies, and activities into English language teaching at the tertiary level of education. In today’s media-rich world, it is common practice for foreign language educators and students to draw on mass media as an invaluable source of authentic language use. However, problems arise when students in particular take the mediated information contained in the language at face value. This is where the awareness and knowledge of media literacy can play a crucial role in distinguishing mediated from real images of people, places, and cultures. In addition, employing aspects of media literacy approach in language teaching can lead to students’ enhanced argumentative, analytical and interpretative skills. It is proposed in this study that the sole mastery of lexico-grammar is insufficient and that helping our students become successful language learners means helping them become media literate. To be able to achieve this aim, an overview of the most important media literacy concepts and strategies will be discussed applicable to language teaching. Furthermore, their applicability will be demonstrated on specific examples.