This article investigates the formation of high school students’ communicative competence through the integration of critical thinking technology in English language education in Kazakhstan. Drawing on current educational reforms and theoretical models, the study reviews the conceptual foundations of communicative competence and critical thinking, examines their interrelation, and proposes pedagogical strategies for implementation. It highlights the potential of debates, project-based learning, problem-solving, and reflective writing to enhance both communicative competence and higher-order thinking. By situating the analysis within the context of Kazakhstan’s trilingual education policy, the article provides recommendations for curriculum designers, teacher educators, and policymakers.