Critical thinking has long been acknowledged as a highly valued personal attribute, important educational goal, and vital linchpin in the 21st century infoscape. However, there remains some contention concerning what constitutes criticality and how best to cultivate it in the classroom. The aim of this paper is to delve into the notion of criticality and demonstrate how it can be nurtured in the language classroom. The presentation unfolds in two main sections. The first focuses on Critical Discourse Analysis (CDA), which seeks to deconstruct linguistic processes that contribute to social inequality and inequity. I will briefly explain the mission and goals of CDA using a pair of texts to draw out the essence and raison detre of CDA. I then argue how the notion of criticality in CDA can be distilled into a criticality centered on ‘critical being’. This goes beyond being equipped with a repertoire of critical thinking skills and encompasses a critical spirit or attitude that culminates in social action. In other words, being critical entails critical being. In the second part, I offer guidelines on how this spirit of criticality in CDA can be nurtured in the language classroom by guiding learners to (1) read to question and (2) write to challenge tin order to intervene in social and cultural practices that perpetuate social inequalities and injustices. In so doing, it is hoped that the abstract notion of criticality can be materialized to cultivate learners to appreciate how language can (re)shape, challenge and (re)constitute existing worldviews.

Keywords: Critical Discourse Analysis, criticality, language learning, social justice.