Over the past several years, there has been a resurgence in efforts to develop curriculum and teaching skills in the area of media literacy for language educators and language learners. The increased focus on teaching media literacy in the language classroom may be motivated by the perceived increase in the intentional production of false information, the ease of distribution of disinformation online through social media, and the spread of conspiracy theories surrounding issues that threaten international diplomacy and national security, such as the COVID-19 pandemic and the war in Ukraine. The anti-democratic nature of disinformation, the role of disinformation in exacerbating ideological divides, and the potential for hate speech leading to real-world violence make the teaching of media-literacy skills in tandem with English language instruction an urgent and essential need. In this article, Adam Mastandrea explores current models of media-literacy instruction and the limits of applying these models in language classrooms around the globe. He then outlines an original approach to teaching media literacy through the analysis of semantic markers present in disinformation discourse samples on social media.