The 21st-century communicative, socio-cultural, and political dynamics request language learners to take a critical position towards the flow of multimodal information. This entails analyzing discursive. linguistic and semiotic mechanisms used by multimodal texts (Stein,2001; Mestre-Mestre,2015; Danielsson and Selander,2016). However, there is a gap in educational research on the specific ways in which learners’ subject position themselves (Davies and Harré, 1990) and make discourse choices after analyzing multimodal input. Thus, this qualitative action research study aimed to help learners analyze this input by using symbolic competence (Kramsch, 2015) strategies. The participants of this study were 12 eighth grade students from a private institution in Cota, Colombia, whose ages ranged from 14 to 16. The implementation allowed learners’ multimodal analysis through thinking routines, socializations, and discussions based on the socio-cultural phenomena identified on the text. Data was collected through a focus group, interviews, questionnaires, artifacts, and observation, which were analyzed through grounded-theory principles (Corbin and Strauss, 2015). The findings suggest that symbolic analysis leads learners to recognize the texts’ connotative and ideological implications. The process challenges students to take a position towards master narratives, hegemonic discourses, (McLean and Syed, 2015) their previous discourse positions, and to examine relationships between the subject and the social order.