Multiculturalism and diversity are crucial societal aspects of life in the twenty-first century. In this entry, I discuss how corpus linguistics in the shape of data-driven learning (DDL) for critical discourse analysis (CDA) should, could, and has been used in (mainstream) L2 pedagogy for its potential to develop and foster criticality amongst aspiring global citizens. First, I provide definitions of the key concepts DDL and CDA, before I address the considerations around cultural diversity and critical awareness in the L2 classroom. I then discuss the status quo of criticality in programmes of study in higher education in the United Kingdom and the United States. Then, I criticise the representation of culture and diversity in EFL, which is still often based on ‘othering’. I continue that section by addressing how DDL can be put to action, conducting CDA in the classroom to promote criticality through authentic, published input. This discussion is supported by the summary of a case study on how DDL has been used for a CDA lesson on the representation of immigration and gender through a mini corpus project. Thereafter, I address longstanding practical concerns and offer a discussion of partially available recent answers to these concerns, drawing upon analysis tools that can be used in the DDL classroom. In the last section of this entry, I address avenues of future research and practical needs in terms of teacher education and the issue of Eurocentrism in DDL research.