Abstract
In this article the authors analyse their educational study findings on bringing Critical Discourse Analysis (CDA) frameworks into an educational environment and English teaching classes in particular. Treatment of critical discourse analysis as a set of approaches to decide issues related to the language and society interaction has been increased. The goal of this study was to design a teaching model for developing undergraduate students’ critical thinking and discourse analysis skills. This paper attempts to introduce the pedagogical model and techniques based on the Dimensional Model of Discourse to develop CDA in English for specific purposes (ESP) classrooms at Kazakh Ablai Khan University of International Relations and World Languages.