Critical Thinking and English
Language Teaching
DEANNA GAMEL HOCHSTEIN
AGNIESZKA ALBOSZTA
DEPARTMENT OF LINGUISTICS
AMERICAN ENGLISH INSTITUTE
UNIVERSITY OF OREGON
Overview of the Presentation
Defining critical thinking
Levels of Thinking
Quality of Thinking
Characteristics of a Critical Thinker
Rationale for critical thinking in ELT
Developing the Critical Thinker
Critical Thinking
Is an intellectually disciplined process of reasoning
based on sound evidence, experience, observation
Is focused on quality through use of universal
intellectual standards: Clarity, accuracy, precision,
consistency, relevance, sound evidence, good reasons,
depth, breadth, and fairness.
Is mindful, self-directed, self-disciplined, self-
monitored, and self-corrective
Guides belief and action
Adapted from: Michael Scriven and Richard Paul and Linda Elder and Richard Paul, Foundation for
Critical Thinking: http://criticalthinking.org
Bloom’s Taxonomy of the Cognitive Domain
Levels of Thinking
HIGHER
Questioning by level
What other arguments might
Example: Reading an support the author’s position?
article
Is the supporting evidence
sufficient and adequate?
Can you identify four different
arguments in the article?
How might you apply the
information to your experience?
Can you explain the author’s
main point in this article?
Who? What? Where? When?
Goldilocks and the Three Bears
Questions Levels of Thinking
1. What did Goldilocks do when she got A. Remembering
to the bears’ cottage?
2. Can you tell the story in your own B. Understanding
words?
3. How might you use this story to teach C. Applying
children about safe behavior?
4. How might you compare this fairy D. Analyzing
tale to a fairy tale from your culture?
5. What is the value of teaching this E. Evaluating
story to young children?
6. What’s another possible ending for F. Creating
this story?
Intellectual Standards – quality of thinking
clarity
accuracy
precision
consistency
relevance
sound evidence
good reasons
depth
breadth
fairness
Applying Intellectual Standards
Topic: Technology and the classroom
Student question: “How can technology be used?”
Revised question: “How can I use technology to help
me complete my part of the group project?”
Intellectual Traits -- Characteristics
Positive Traits Negative Traits
Humility Arrogance
Integrity Hypocrisy
Perseverance Laziness
Courage Cowardice
Empathy Narrow-mindedness
Faith in Reason Distrust of Reason
Fairmindedness Unfairness
Valuable Intellectual Virtues (June 1996). Foundation For Critical Thinking,
Online at website: www.criticalthinking.org)
Ethical Dilemmas
Problem #1: You are stumped on an important math test
and you have the perfect opportunity to cheat without
getting caught. What do you do, and how do you explain
your decision?
Problem #2: A fifth grade boy is overcome with hurt
and anger when a classmate spreads a lie about him.
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Why CT in ELT?
“To become proficient in a language,
learners need to use creative and critical
thinking through the target language.”
Kabilan, Muhammad Kamarul. 2000. “Creative and Critical
Thinking in Language Classrooms.” Internet TEFL Journal
Vol. VI, No. 6, June 2000
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Developing Critical Thinking
Six Thinking Hats ©
Peer & Self Assessment
Substantive Writing: SEEI TAPPS
Grammar (inductive/deductive) Role Play
Mind Maps & Graphic Organizers Thinking Logs
Minute Papers, Think-Pair-Share Ethical Dilemmas
Routinely use language of thinking Circle of Viewpoints
Vocabulary: word choice, tone, brevity
Problem-Based , K-W-H-L-S strategy
Routinely summarize/paraphrase each other’s ideas
