Despite the multifaceted role language plays in promoting direct and indirect violence, activities that would develop the linguistic knowledge and critical language skills for understanding how discourse shapes individual and group beliefs and prompts social action are conspicuously absent from peace education. This article aims to address this absence. It will present a framework for promoting critical language awareness, discuss its relevance to the preparation of critically literate citizens and suggest ways of incorporating it into programmes and curricula that educate for peace. (Contains 6 figures and 8 notes.)