The present study aimed to find out whether instruction using content and language integrated learning (CLIL) enhances English majors' linguistic competence and critical cultural awareness (CCA). Eighty-six sophomore EFL learners majoring in English were randomly chosen as the study participants and equally assigned to either an experimental group or a control one. Four units based on CLIL were designed and taught for the treatment group, whereas the control one received regular instruction without CLIL. To obtain data, a pre/post linguistic competence test and a pre/post CCA scale were designed to measure students' linguistic competence and CCA. Interviews were conducted after the treatment to collect qualitative data. Results indicated that the intervention helped experimental group students improve their linguistic competence and CCA.