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This article introduces various theories that support a goal for English language learning as the production of critical intercultural speakers through digital multimedia activities in the English as Foreign Language Classroom. The existing research and theory draws from the scholarly fields of Applied Linguistics, Socio-cultural Philosophy and Language, Anthropology, and Language and Literacy Education. These theories highlight a close connection between the definitions of critical literacy in first language education and the definitions of intercultural speakers in English as a second language education. Additional theories about new literacies and technology in addition to research studies with students in grades 7-12 and university undergraduates and graduate students illustrate how the goal of critical intercultural speakers can be achieved through multimedia digital technologies. Specific instructional projects with English language learners described include the multimedia activities of website authoring, podcast audio recording, and online asynchronous discussion. Three common characteristics of language learner activity across these multimedia instructional events are 1) the use digital tools to represent cultural identities and practices, 2) the reflection on identities, relationships, and values especially as they are constructed and positioned through media communications, and 3) the development of critical thinking and critical voices to enable students to speak global Englishes within authentic communicative contexts.