In this chapter, we critically analyze the existing models of critical literacy dominantly constructed by western scholars, review two authors’ empirical research and suggest ways to localize the existing models of critical literacy in Korean EFL contexts. The motivation is from the need to have a specific critical literacy model in an EFL context. Two authors’ empirical research identifies the need to link conventional and critical literacies guided by bringing in intercultural citizenship education framework and strengthening the connections between affective domains and critical literacies. Broadening the concepts of social actions is also suggested for innovative pedagogical implementation of critical literacies. We argue that localized adaptions of critical literacy require linguistical, affective, and cognitive dimensions in teaching of critical literacy. An innovative critical literacy model in EFL contexts should have a conventional literacy instruction component but also should connect personal engagement and social action with a critical stance. These innovative suggestions encompass critical thinking, affective connection with others’ emotions, awareness of potential socio-political actions on top of traditional language development. We claim that these suggestions can be localized and contextualized in different educational situations in EFL contexts by interrogating local needs, literacy curriculum, materials available and innovating teachers’ pedagogical approaches.