It is one of the most important skills that any person should master to be successful in this highly sophisticated modern world. Critical thinking is also interested in the development of such skills through the English language in that it espouses a practical and feasible approach towards it. This paper examines how such strategies of critical thinking are incorporated in English language teaching for the enhancement of analytical, evaluative, and problem-solving skills among the students. By looking through such teaching approaches as Socratic questioning, debates, and problem-based learning, the paper shows how each of these techniques enhances language proficiency while at the same time creates enough depth in the understanding and application of critical thinking. Findings document ways in which the enhancement of a curriculum with critical thinking activities can undoubtedly enhance the cognitive development of the learner and prepare him/her better to respond to the demands of a changing world. Thus, critical thinking in the context of teaching English is very pertinent for developing the intellectual grasp of learners as well as their linguistic capacities of speaking and listening. This has implications not only for language use but also for critical analysis, judgment, and forming good arguments. Through varied texts and opinions, pupils are enabled to challenge assumptions, recognize bias, and develop well- founded opinions. This emphasis on language and critical thinking, therefore, equips the students with a better chance of achieving competence in the academic environment and participating responsibly in the ever-complex and interrelated world. The paper seeks to show that even though critical thinking is inscribed for the furtherance of reflective learning and the solving of problems in the context of personnel and professional development, the approach will also focus on questioning methods like the use of open-ended questions and Socratic questioning. In this case, their incorporation with ELT is often credited with having enriched a learner's ability to orient the process of critical thinking. The paper focuses on problem-solving activities such as case studies, debates, and how they enhance a learner's problem-sensitivity and analytical skills that involve problem identification, argument presentation, and proposal of solutions. The paper discusses collaborative learning and its tactics, and their attention to independent thinking and application of knowledge. Thus, we need to consider how critical thinking in English language teaching can foster the development of skills in students, both in their academics and in real-life practice, so that teachers may embed critical thinking skills exercises into language curricula using the language of instruction. The student becomes more analytical, evaluative, and solution-oriented in this method. Increased language proficiency also shall equip students with the skills to manage their behaviours, which may apply in more intricate situations, in making intelligent decisions, and in thoughtfully considering multiple opinions. In short, the blend of critical thinking with language shall develop unique, well- reflected, responsive citizens, who will contribute meaningfully to society.