The number of multilingual students is increasing every year in the U.S. educational institutions. According to the National Center for Educational Statistics (NCES), the number of international students in the United States has doubled in the past ten years, from 547,873 in 2000-2001 to 1,095,299 students in 2018-2019 (NCES, 2021). This rise demands providing a learning environment that helps them succeed in school and beyond. Research in college classrooms showed that many students struggle with college reading (e.g. Kerr & Frese, 2017; Manarin et al., 2015; McNife, 2020). Manarin et al. (2015) states that the lack of critical reading skills is an area of concern to many faculties across disciplines who find their college students to be unprepared to read for academic purposes. Due to the media explosion, critically reading multimodal texts is increasingly becoming important content in course materials. Research shows that students master the use of digital and multimedia texts but that does not often extend to critical analysis (Ravelli, 2019). This project focuses on the intersection of multilingual learners, multimodal texts, and critical literacy in the English composition classroom. It describes multilingual students' responses to a curriculum that incorporates multimodal analysis of videos on social issues as a tool to teach critical reading. Specifically, it examines how critical reading of self-selected multimodal texts impacts the participants' analysis of social issues. The findings reveal the importance of providing opportunities for students to go beyond description and interpretation to evaluation to read texts more closely. The study suggests a curriculum that can be used as a resource for teachers in planning lessons that promote students' critical reading of multimodal texts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]