developing critical thinking and life skills through english
TRANSCRIPT
Developing Critical Thinking and Life Skills through English in Young LearnersJORDAN SVIENPRESENTED AT HIROSHIMA JALT, FEBRUARY 2016
Outline 1. Self-Introduction and Background
2. Critical Thinking: Definition, Necessity, Context
3. My Critical Thinking Pedagogy
4. G7 Course Plan and Sample Unit
5. Limitations and Recommendations
1. Self-Introduction: BackgroundOriginally from Seattle, WABA in International Studies + Russian Studies from University of the Pacific, Stockton, CA (2004)MA in TESOL from the University of Birmingham (2015)9 years in Japan: Chiba, Tokushima, HiroshimaMarried with two sons (3 and 1)
1. Self-Introduction: Work HistoryALT at Yamashiro Junior High School + 9 (!) local elementary schools in Tokushima
Associate at education achievement non-profit organization in Seattle, WAALT at Miyajima Elementary & Junior High school + 2 surrounding kindergarten/elementary schools
Teacher, later Head of JHS English Department at AICJ Junior & Senior High School
Lecturer at Hiroshima Bunkyo Women’s University
1. Self-Introduction: Notable Courses‘Sentaku’ English as an ALT in Tokushima
International Communication as an ALT in Hiroshima (Miyajima)Grade 10 Pre-IB Language B and Grade 7 Advanced Immersion at AICJ Junior & Senior High School
MYP Language B online workshop
Academic English at Hiroshima Bunkyo Women’s University (from 2016)
1. Self-Introduction – Why the interest in critical thinking (CT)?
Stems from global themes based courses as an undergraduate.◦ School of International Studies – we teach the duck.
Given new courses at AICJ (Pre-IB + Advanced Immersion) – go prepare a special curriculum!
MYP Course – Inquiry and Learner Engagement
2. Critical Thinking - Definition What exactly is critical thinking?
◦ “There is no agreed upon definition of critical thinking and the aspects of critical thinking that authors emphasize have varied widely.” (Gettings 2000)
◦ “There are as many definitions of critical thinking as there are writers on the subject.” (Mayfield 2001)
◦ Critical thinking is “good thinking vs poor thinking.” (Reid 1998)◦ Is critical thinking defined by its skills taught, is it an education system,
or is it a general philosophy?
2. Critical Thinking - Definition Philosophical view:
◦ "To think critically about an issue is to consider that issue from various perspectives, to look at and challenge any possible assumptions that may underlie the issue and to explore its possible alternatives.“ (Halvorsen 2005)
◦ “Critical thinking is the art of thinking about your thinking while you are thinking in order to make your thinking better: more clear, more accurate, more defensible." (Paul 1992)
◦ “CT is reasonably and reflectively deciding what to believe or do.” (Ennis & Weir 1985)
2. Critical Thinking - Definition Cognitive Process view:
◦ “CT is a process of evaluating statements, arguments, and experiences.“ (D’Angelo 1971)
◦ “Critical thinkers must be able to carefully and deliberately determine to accept, reject or suspend judgment about a claim.” (Moore and Parker, 1986).
◦ “Critical language learners must also be able to identify and cite good reasons for their opinions and answers, correct themselves and others' methods and procedures, and adapt to uniformities, regularities, irregular circumstances, special limitations, constraints and over-generalizations.” (Lipman, 1988)
2. Critical Thinking - Definition Systematic view:
◦ "Critical thinking begins when people make the connections between their individual lives and social conditions. It ends one step beyond perception - towards the action people take to regain control over social structures detrimental to their lives." (Wallerstein 1983)
◦ “Critical thinking is a search for the social, historical, and political roots of conventional knowledge and an orientation to transform learning and society.” (Benesch 1993)◦ According to Benesch (1993), this differs from cognitive thinking, how she defines the
cognitive processes alluded to in previous definitions.
2. Critical Thinking - Definition Preferred definition (Chamot 1995) – CT aims to…
◦ 1. Recognize and build on students' prior knowledge.◦ 2. Provide meaningful learning tasks.◦ 3. Provide engaging interactive teaching and learning.◦ 4. Focus on learning processes and strategies.◦ 5. Help students evaluate their own thinking.
◦ More on these in the next chapter!
2. Critical Thinking - Necessity◦ CT courses allow discovery of important topics and bring out strengths
of learners other than linguistic ability. (Reid 1998)◦ Critical thinking coursework tends to be more interesting and engaging.
(Halvorsen 2005)◦ Students educated in CT environment are more likely to participate in
and scrutinize the world around them. (Benesch 1993)◦ TESOL teachers should understand how our teaching is “at the very
heart of some of the most crucial educational, cultural, and political issues of our time.” (Pennycook 1999)
2. Critical Thinking - Necessity◦ Changing Japanese workforce – less
lifetime employment, more competition for jobs means more problem solving skills are required. (Stroupe 2006)
◦ 21st century learners’ incredible access to information demands a mind that is able to critically process it.
2. Critical Thinking - Necessity◦ As the world becomes more globalized, our students will face
stiffer competition, especially if they wish to study or work abroad (and even if they don’t!)
◦ In addition, students are surrounded by technology – both those that bring information in and those used for its output.
◦ We must ensure students can properly process information and present it in a meaningful way.
2. Critical Thinking - Necessity Reality:
◦ CT skills and technology are vastly underutilized in traditional Japanese education.
◦ Essay writing, presentations, critical analysis are often absent, even from English majors tracks at universities!
◦ Where does the system need adjusting?◦ How can we (native and/or Japanese teachers) adjust it?
◦ Can it be adjusted?
2. Critical Thinking – Possible for Japanese Learners? Atkinson (1997): Critical thinking is an embodiment of western cultural values.◦ Forcing such a system of values upon an eastern cultural context does not work!
Reid (1998): Robert Kaplan, former president of TESOL, has spoken out about the xenophobic and hegemonic properties of western critical thinking ◦ Recommends its sequestering into “Western Thought Processes” courses.
Gettings (2000): CT techniques are often pasted on to Japanese classrooms.◦ Patterns that westerners consider common sense are not as prevalent in
Japanese learners, leading to discouragement about Japanese learners’ abilities to handle such processes.
2. Critical Thinking – Possible for Japanese Learners? Kubota (1999): Suggested dichotomy of Western thought as critical and Eastern thought as “conserving knowledge and preserving harmony” is a misconception.◦ She soundly rejects Atkinson (1997) as a label “[serving] to create and perpetuate,
rather than reflect, cultural differences.”◦ No cultural reason why Japanese students cannot learn critical thinking.
Guest (2002): Students are smart and adaptable enough to adjust their expectations for foreign teachers’ lessons.
Tanigaki (1998, in Stroupe 2006): MEXT is pushing for a stronger emphasis on information technology, research and development, and learner curiosity and feedback.
2. Critical Thinking – Possible for Japanese Learners? Long (2003): "Although there are certain aspects of critical thinking that may be "foreign" in non-Western contexts, if students are not exposed to these skills, they will be denied the opportunity to compete in the global community.“◦ Japanese students excel at listening and observing to make up for potential poor
opinion sharing skills.◦ CT teaching in Japan should be adapted to allow these skills to flourish while drawing
out student’s confidence to give opinions over time.
Stapleton (2002) found little evidence for Atkinson (1997)’s claim of harmony and passivity trumping personal expression in Japanese learners.◦ Survey found students willing to state opinions and disagree with authority
(teachers).
2. Critical Thinking – Case Studies
◦ Kamali and Fahim (2011) found students’ level of critical thinking directly impacted their ability to read texts with more unknown words, increasing their vocabulary acquisition and improving their stress-management skills.
◦ Davidson & Dunham (1996) found students who took a CT seminar in critical reasoning performed better on the Ennis-Weir critical thinking exam.◦ Reinforces the argument against Japan as culturally unable to learn CT skills.
3. My Critical Thinking Pedagogy – Nine Approaches to Teaching 1. Learner Engagement
◦Respect for learner◦ Understanding of 21st century students◦ Mutual relationship necessary for ideas to flow
between learners and teacher (Kaliban 2000)◦Authentic materials where possible
◦ “Exposing the students to cultural features generates a deeper understanding of and interest in the topic.” (Kelly et al 2002)
◦Mature themes
3. My Critical Thinking Pedagogy – Nine Approaches to Teaching 2. Inquiry Based Learning
◦ Why why why?◦ Challenging assumptions / status quo◦ Asking ‘obvious’ questions to allow students to reconsider their
assumptions◦ However, not pressuring younger students to have all the answers
(the questions are more important!)
3. My Critical Thinking Pedagogy – Nine Approaches to Teaching 3. Global Topics Theme Units
◦ Education, environment, future living, technology, human rights, world cultures, food choices, history, war and peace, etc.
◦ Choosing themes that allow a teacher’s passion to show in order to move beyond the textbook.◦ If not familiar with the subject, study up!◦ Or ask colleagues or friends for their opinions and
viewpoints that you may not have considered.
3. My Critical Thinking Pedagogy – Nine Approaches to Teaching 3. Global Topics Theme Units
◦ Allows for students to become more involved in their world and how it is connected to them and others.
◦ "Global issues and social studies attempt to promote a deeper understanding of our world and society. Teacher and students together create knowledge, examining their world, starting from their own experiences.“ (Gettings 2000)
3. My Critical Thinking Pedagogy – Nine Approaches to Teaching 4. Opinion Sharing
◦ Connected to learner engagement – allowing students to both have a voice and requiring them to provide opinions both to each other and the teacher.
◦ "Teachers could gain much by listening to the learners' opinions and beliefs. The obvious one being the enrichment of experience, ideas and thoughts in a discussion of an issue....The learners learn from the teacher, and the teacher learns from the learners.” (Kaliban 2000)
3. My Critical Thinking Pedagogy – Nine Approaches to Teaching 5. Skill Building
Traditional cognitive skills:◦ Critical Reading◦ Main idea and supporting details◦ Fact vs inference vs assumptions◦ Cause vs effect◦ Pros and cons of an argument◦ Sequencing
Tech skills:◦ Word◦ PowerPoint◦ Online research◦ iPad filming
3. My Critical Thinking Pedagogy – Nine Approaches to Teaching 5. Skill Building
Speaking Skills:◦ Group discussions◦ Maintaining a conversation◦ Body language◦ Eye contact◦ Voice
Writing skills:◦ Understanding differences in text◦ Paragraph structuring◦ Paraphrasing an argument
3. My Critical Thinking Pedagogy – Nine Approaches to Teaching 6. Project Based Assessment
◦Deemphasizing exams in favor of speaking presentations and text-type based writing assessments
◦ Ideal channel to introduce technology into the classroom.
3. My Critical Thinking Pedagogy – Nine Approaches to Teaching 7. Technology in the Classroom
◦ Relates back to engagement and tech skills◦ Students today need to understand how to
use basic computer applications, yet receive little training in traditional lessons
◦ Tech needs to be integrated into projects, not as a supplement but as an essential requirement
3. My Critical Thinking Pedagogy – Nine Approaches to Teaching 8. Media Usage in the Classroom
◦ When appropriate, videos can greatly enhance learning (viewing skills), heighten learner interest and motivation, and provide authentic sources to bolster the message of the lesson’s theme.◦ News reports◦ Youtube clips◦ TV shows◦ Documentaries◦ Interactive galleries / museums
3. My Critical Thinking Pedagogy – Nine Approaches to Teaching 9. Recycling and Reflection
◦Reconnecting themes, where possible◦ Students, especially younger ones, forget!◦ Volunteer opportunities to encourage new
experiences and connect themes to real life.◦Reflection questions after each unit
◦ Focus on skills built, what students have learned, and what was difficult for them.
4. Curriculum & Lessons: G7 Curriculum Overview
10 units in the year◦ ~ 1 unit per month
Course books◦ Pathways 1 Listening, Speaking, and
Critical Thinking
◦ Pathways 1 Reading, Writing, and
Critical Thinking
Unit themes: ◦ Jobs◦ Education◦ History◦ Food◦ Art
◦ Garbage◦ Space◦ Animals◦ Communication◦ Novel
4. Curriculum & Lessons: G7 Curriculum Unit Contents
Each unit contains…◦ Unit theme◦ Inquiry questions
◦ What do I want the students to have considered and evaluated by the end of this unit?
◦ Unit aims (similar to can-do statements) and skills.◦ Categories for writing, speaking and
tech skills
◦ Unit Project – speaking, writing, or both◦ Projects as best as possible must not
overlap, or if they do, they are a direct extension of the skills learned in the previous one.
◦ Written text types should vary as much as possible within a course year.
4. Curriculum & Lessons: G7 Curriculum Speaking Projects
1. World’s Best Job Group Presentation (Jobs)
2. Job Interview Role Play (Jobs)
3. Education Goals Speech (Education)
4. Treasure Research PowerPoint Presentation (History)
5. Defense of Art & Music Persuasive Presentation (Art)
4. Curriculum & Lessons: G7 Curriculum Speaking Projects
6. Environmental Public Service Announcement Video (Garbage)
7. Future Living Group Poster Presentation (Space)
8. Animal Behavior Video Narration Presentation (Animals)
9. Novel Discussion Groups (Novel)
10. Foreign Language Micro-Teaching Lesson + Activity (Communication)
4. Curriculum & Lessons: G7 Curriculum Writing Projects
1. Self-Introduction Essay (Jobs)
2. Education Challenge Research + Diary Entry (Education)
3. NPO Research + Proposal (Education)
4. Opinion Agree + Disagree Short Answers (History)
5. Adventure Story (History)
*major projects in bold
4. Curriculum & Lessons: G7 Curriculum Writing Projects
6. Pros & Cons Mini-Essay (Food)
7. Garbage + Space Exploration Mini-Essays (Garbage + Space)
8. Space Research Paper (Space)
9. Novel Character Analysis (Novel)
10. Foreign Language Course Proposal (Communication)
*major projects in bold
4. Curriculum & Lessons: G7 Project Rubric Overview
Rubrics need an element to assess both language and content (i.e. strength of ideas).◦ Can be difficult to separate the two, as often the latter is dependent on
the former.
When evaluating specific written text types, a format rubric is important so that students follow good conventions.
4. Curriculum & Lessons: G7 Writing Rubric
International Baccalaureate Paper 2 rubric◦ Contains criterion for Language (10), Message (10) and Format (5)
Language: How efficiently and accurately does the student use language?
Message: How clearly can the student develop and organize relevant ideas?
Format: How correctly does the student produce the required text type?To what extent are the conventions of the text appropriate?
4. Curriculum & Lessons: G7 Speaking Rubric
International Baccalaureate Interactive oral activity rubric◦ Contains criterion for Productive Skills (10) and Interactive + Receptive Skills
(10)
Productive Skills: How successfully does the student use the language in speech?
◦ How fluent and clear is the student’s speech?◦ How accurate and varied is the language used?◦ How much does the student’s intonation aid communication?
4. Curriculum & Lessons: G7 Speaking Rubric
Interactive and Receptive Skills: To what extent does the student understand and demonstrate an ability to interact in a conversation?
◦ How well can the student express simple and complex ideas?◦ How well can the student maintain a conversation?In oral assessments without an interactive component (such as a speech or a
recorded video), this sub criteria reflects more so students overall presentation skills (such as their communicative competence even with a silent audience).
Can require students engage in a Q&A session after their presentation in order to have a closer link to this criteria and for students to practice such skills.
4. Curriculum & Lessons: G7 Sample Unit Plan (Education)
Unit 2 – Education (Pathways 1 Reading, Writing, and Critical Thinking chapter 2)
Inquiry Questions:
◦ Why is education important?
◦ What are your education goals?
◦ What are NPO's, and how do they help people?
◦ Where do education problems exist in the world, and how can we help? Is it our
responsibility to help?
4. Curriculum & Lessons: G7 Sample Unit Plan (Education)
Unit Aims:
◦ To introduce education challenges around the world.
◦ To allow students to reflect on their own education goals.
◦ To introduce the concept of an NPO and how they serve communities.
◦ To introduce word processing and online research to students.
4. Curriculum & Lessons: G7 Sample Unit Plan (Education)
Unit Skills:
◦ Text Types: Formal Speech; Proposal
◦ Reading/Writing: Paraphrasing, Paragraph Structure (Main Idea, Sub points), Making an
outline for an essay
◦ Thinking skills: Mind-mapping
◦ Presentation Types: Speech
◦ Tech: MS Word (Typing, Formatting (Justification, Heading, Font), Online Research (Google,
Humanium, NPO Homepages)
4. Curriculum & Lessons: G7 Sample Unit Plan (Education)
Unit Projects:
◦ Education Problem Research (Writing)
◦ Diary Entry Creative Writing (Writing)
◦ Educational Goals Speech (Speaking)
◦ NPO Research + Creation Project (Writing)
4. Curriculum & Lessons: G7 Sample Unit Plan (Education)◦ Introductory Lecture / Discussion about why we
go to school and what we learn there (P. 21)◦ Discussing education access around the world (P.
22-23)◦ Is it fair everywhere? Why not? ◦ What inequities are there? Why?
◦ Vocabulary, Brainstorming, Scanning skill-building tasks (P. 24)
◦ Reading on Kimani Maruge (P. 25-26)◦ Post reading cognitive tasks: key details,
inferences, main idea (P.27-28)
◦ Kimani Maruge mini-documentary video◦ Discussion about Kimani Maruge:
◦ Why was going to school so important to him?◦ Is it acceptable for children to attend school
with adults?◦ Is it acceptable to you that children there are
children your age who cannot go to school?◦ Writing Assignment - Education Problem
Research & Kimani Maruge Diary Entry
Lesson Plan Outline: Unit 2 Part A – Understanding Education
4. Curriculum & Lessons: G7 Sample Unit Plan (Education)◦ Our wants vs our needs discussion + focus on form (P. 35-36)◦ Wants and needs brainstorming (P. 36)◦ Reasoning skills: reasons for a goal and steps to achieve it (P. 37) ◦ Writing skills: Outlining our goals (P. 38)◦ Speaking Project: My education goals speech◦ Reflection on education goals speech
Lesson Plan Outline: Unit 2 Part B – Personal Education Goals
4. Curriculum & Lessons: G7 Sample Unit Plan (Education)
◦ Vocabulary Tasks + Mini-Discussions (P. 30-31)◦ Reading on worldwide education programs (P.
32-33)◦ Post reading cognitive skills: main idea, key
details, inferences (P. 34)◦ Class Discussion:
◦ What is an NPO and how do they work?◦ Why do they exist? Why do people start them?
Lesson Plan Outline: Unit 2 Part C – Supporting Education◦ Sample NPO overview + explanatory
video◦ Writing skills: paraphrasing vs plagiarizing◦ Writing Project: NPO Research &
Proposal◦ Thinking Skills: mind-mapping; outlining◦ Online research practice + assistance
◦ Reflection on NPO Proposal assignment
5. Limitations & Recommendations – Vocabulary
As students will need a great breadth of vocabulary as texts become more difficult, where possible, students should be given a vocabulary list to study independently.◦ Eiken word lists / Study books◦ TOEIC/TOEFL vocabulary◦ KET/PET◦ GSL/AWL
Periodic vocabulary quizzes can ensure students are studying these words. Vocabulary journals or online programs (such as Quizlet) can also aid in vocabulary study facilitation.
5. Limitations & Recommendations – Teacher Autonomy
Not all teachers have the autonomy or the course hours to implement this kind of programming◦ Especially ALTs in public schools◦ Teaching critical thinking takes considerable time, and in some cases, is dependent on a foundation
at the previous education level which may not actually exist (Reid 1998)
Workarounds (especially for ALTs)◦ Possibility of ALT-led ‘sentaku’ English course◦ Usage of ‘Sogo’ (General Studies) class time – needs to be discussed at beginning of year with grade
level leaders◦ Theme of the week/month based content at the beginning of lesson (5-10 minutes)◦ Request with JTE to increase homework or make a supplementary homework option◦ After school English clubs (not just a focus on conversation, but on themes and discussions)◦ Development / Expansion of Self-Access Center (i.e. library corner)
5. Limitations & Recommendations – Learner Limitations
Motivation to learn and Willingness to Communicate (WTC) can be an integral factor in building a success CT course.
Early stage learners (A1 or Pre-A1) will struggle due to not yet having the required language.◦ While true, CT courses can increase learner motivation, making students
more willing to learn and apt to increase their level.◦ Stroupe (2006) argues that the necessity for such skills is so great that they
should be integrated from day one regardless of ability.◦ Possibility for bilingual instruction (JTE/NTE) in early stages, especially in
ALT situations.
5. Limitations & Recommendations – Cautions 1. Caricaturizing and Overgeneralizing
◦ When discussing other cultures as a basis of comparison for your students to consider, it is easy to caricaturize and overgeneralize. (Guest 2000)
◦ Doing so treats a culture as static rather than dynamic.◦ Important to make comparisons based on individuals
rather than groups and to associate a person’s traits with character over culture.
◦ This in many ways applies to how you perceive the students in your own classroom as well!
5. Limitations & Recommendations – Cautions
2. The danger of incomplete teaching◦ “It is even possible that student exposure to rhetorical modes
such as definition, illustration, and argumentation may only
predispose them to accept weak ideas simply because they are
presented in the proper rhetorical format.” (Davidson &
Dunham 1996)
◦ “Without concurrent attention to reasoning fallacies…teachers
may discover that for their EFL/ESL students, a little bit of
knowledge of rhetorical modes is a dangerous thing.” (ibid.)
5. Limitations & Recommendations – Course Books
Pathways Reading, Writing, and Critical Thinking (Cengage Learning)
Pathways Listening, Speaking, and Critical Thinking (Cengage Learning)
In Focus – English for Academic Purposes (Cambridge
University Press) 21st Century Reading: Creative Thinking and Reading with TED Talks (Cengage Learning)
5. Limitations & Recommendations – Future Expansion
Development of stronger online component◦ Blogs◦ Wikipedia article editing◦ Skype Live-chat◦ Asynchronous discussion forums◦ Podcasts◦ Mobile Applications
How utilization of these online tools impacts students’ CT and L2 motivation.
“It is absolutely crucial for EFL/ESL teachers to encourage students to use their thinking abilities and provide them with challenging opportunities to reflect, grow, and learn. In other words, it is the responsibility of teachers to educate students for inquiry, problem solving, critical and creative thinking, and reflection which can contribute to their progress in language learning.” (Kamali & Fahim 2011)
Thank you for listening! Q&ADEVELOPING CRITICAL THINKING AND LIFE SKILLS THROUGH ENGLISH IN YOUNG LEARNERSJORDAN SVIENPRESENTED AT HIROSHIMA JALT, FEBRUARY 2016
Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31, 71-94.
Benesch, S. (1993). Critical thinking: A learning process for democracy. TESOL Quarterly, 27(3), 545-548.
Chamot, A. (1995). Creating a community of thinkers in the ESL/EFL classroom. TESOL Matters, 5(5), 1-16
Cummins, J. (1989). The sanitized curriculum: Educational disempowerment in a nation at risk. In Johnson, D. M. & Roen D. H. (Eds.), Richness in Writing: Empowering ESL Students (19-38). White Plains, NY: Longman.
D’Angelo, E. (1971). The teaching of critical thinking. Amsterdam: B. R. Grunner.
Davidson, B & Dunham, R. (1996). Assessing EFL student progress in critical thinking with the Ennis-Weir Critical Thinking Essay Test. Twenty-First Annual JALT International Conference. November 1995, Nagoya, 3-22.
Ennis, R. & Weir, E. (1985). The Ennis-Weir Critical Thinking Essay Test. Pacific Grove, CA: Critical Thinking Press and Software.
Facione, P. (1998). Critical Thinking: What it is and why it counts. Retrieved February 18, 2016, from http://www.insightassessment.com/ pdf_files/what&why2006.pdf
Gettings, R. (2000). Some questions on teaching critical thinking, Social Studies, and Global Studies in Japan. Journal of Hokusei Junior College, 36, 145-149
Guest, M. (2002). A critical ‘checkbook’ for culture teaching and learning. ELT Journal, 56(2), 154-161.
Halvorsen, A. (2005). Incorporating critical thinking skills development into ESL/EFL courses. The Internet TESL Journal, 11/3, 1-5.
The International Baccalaureate. (2013). IB Diploma Language Guide: Assessment Criteria. Retrieved February 18, 2016, from http://www.istianjinelearning.org /joeschaaf/files/2013/06/DP-HL-SL-Language-B-Rubrics-18mh26f.pdf
References + Further Reading
Kabilan, M. K. (2000). Creative and critical thinking in language classrooms. The Internet TESL Journal, 6(6), 1-3.
Kamali, Z & Fahim, M. (2011). The relationship between critical thinking ability of Iranian EFL learners and their resilience level facing unfamiliar vocabulary items in reading. Journal of Teaching and Research, 2(1). 104-111.
Kelly, C., Kelly, L., Offner, M., & Vorland, B. (2002). Effective ways to use authentic materials with ESL/EFL students. The Internet TESL Journal, 8(11), 1-5.
Kubota, R. (1999). Japanese culture constructed by discourses: Implications for applied linguistics research and ELT. TESOL Quarterly, 33(1), 9-35.
Long, C. J. (2003). Teaching critical thinking in Asian EFL contexts: Theoretical issues and practical applications. Proceedings of the 8th Conference of Pan-Pacific Association of Applied Linguistics, 229-234.
Paul, R. (1992). Critical thinking: Basic Questions and Answers. Think, April edition.
Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348
Reid, S. (1998). Teaching critical thinking. CELE Journal, 1, 17-22.
Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. South Hadley, MA: Bergin & Garvey.
Stapleton, P. (2002). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal, 56(3), 250-257.
Stroupe, R. (2006). Integrating critical thinking throughout ESL curricula. TESL Reporter, 39(2), 42-61.
Wallerstein, N. (1983). Language and culture in conflict: Problem-posing in the ESL classroom. Reading, MA: Addison-Wesley
References + Further Reading
Cengage Learning will send complimentary inspection copies of Pathways Reading, Writing & Critical Thinking.
Send email to [email protected] stating which levels you would like to receive.