This paper discusses advantages of taking a Critical Discourse Analysis (CDA) approach to examine a policy document: “Born Global: implications for Higher Education” (British Academy, 2016). An adaptation of Hyatt’s (2013) CDA framework is useful for analysing the document’s linguistic features. This paper gives examples of the use of Hyatt’s categories to show that the document encapsulates a particular discourse, the justification of language learning through economic considerations. Linguistic features of the report – the choices of verbs, nouns and adjectives, use of tenses and passive voice, unheralded removal of hedging, and definite articles – all give the impression of factual evidence, whereas they disguise unresolved contradictions. CDA shows that the economic rationale in the document is tenuous
