This paper problematises language use as being characterised by indeterminacy, heterogeneity and struggle.  It discusses some of the issues that have resulted in a need for a critical literacy approach to language study.  As the paper works towards a definition of critical literacy, it analyses the arrangements of power in society and the role of language in maintaining such arrangements. The current place of critical literacy in the English curriculum of the Seychelles is discussed, along with the possibilities and necessities for a critical approach to language study in the Seychelles classrooms.  Finally, the paper reviews possible approaches for the teaching of critical literacy in secondary English classrooms of Seychelles.