critical thinking in elt a working model for the classroom

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John hughes.

John Hughes is an award-winning English Language Teaching author with over 50 titles, including course series such as 'Life' (National Geographic Learning) and 'Business Result' (Oxford University Press) and teacher resource books including 'ETpedia' (Pavilion ELT). He is also a well-known conference presenter and teacher trainer. His website is www.johnhugheselt.com.

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Critical Thinking in ELT: A Working Model for the Classroom

Through accessible examples from their own experiences in the classroom, Paul Dummett and John Hughes provide English language teachers with practical ways to incorporate critical thinking into every class. Dummett and Hughes define critical thinking for English language teaching and demonstrate how challenging young adult and adult learners at all levels to think both critically and creatively develops learner autonomy, increases learner motivation, and promotes authentic communication.

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Critical Thinking in ELT: A Working Model for the Classroom

2021, Book Review

Incorporating critical thinking in all different subject areas is highly recommended as an educational goal. In the field of English Language Teaching, Dummett and Hughes's (2019) Critical Thinking in ELT: A Working Model for the Classroom is a comprehensive introductory book with guidelines and models for integrating critical thinking activities in language skills.

Related Papers

Stanislav Tumskiy

While approaching things critically appears to be an innate ability, the skill of critical thinking is the one to be developed and honed in current educational settings. ELT classroom is not an exception as in a globalized world the fact becomes obvious that proficiency in a foreign language does not particularly pave the way for the unqualified success in business or academic background. A great number of skills are needed in order to employ one's linguistic competence in the way which will yield long-term benefits for a future professional. Involving multiple intelligences, critical thinking is indicative of successful intellectuals and particularly sought after in the workplace. The paper addresses some ways to seamlessly incorporate teaching critical thinking into the process of foreign language instruction. The case of teaching the English language to the students of MGIMO University considered, the authors seek to provide an answer to the question of how to engage learners in critical thinking activities and hone the skill to facilitate its further use in practice. Regarding some obstacles to acquisition of critical thinking skills, the paper concludes by providing a number of practical recommendations on teaching and learning them in universities.

Jeremy Walters

This article looks at encouraging critical thinking in the ELT classroom through the use of the Socratic Method. This method ensures students truly engage with and understand the lesson material.

Journal of NELTA Surkhet https://www.nepjol.info/index.php/JNS#:~:text=Journal%20of%20NELTA%20Surkhet%20is,'%20Association%20(NELTA)%20Surkhet.

Rajan Kumar Kandel

Overviewing the existing ELT challenges in Nepalese education, this article attempts to explore the challenges resulted from the age long conventional teacher-led, drilling, lecturing, note providing, and translation based teaching, and suggests to opt critical thinking (CT) strategies to solve the problems based on experiences and observations of the researcher for more than a decade. It tries to reflect how CT strategies help students in learning English inclusively in a co-operative and democratic class. A model lesson plan (along with pictures downloaded from the Internet) has also been appended to show how a teacher can introduce CT in ELT class in Nepal to overcome the challenges and lead the students to active and stress-free English learning. It also depicts positive consequences of the intervention (CT strategies) of the study resulted from action learning during the decade long practice and exploration of a teacher in his local context.

Nuray Alagözlü

Robert Kashindi

Critical thinking skills in 21<sup>st</sup> Century (CTs) is a global movement and policy making to study the effective factors that make the educational system efficient. The latter is still built around a debate of methodology and application in Congolese educational frame‐ work. In fact, ELT and EAP teachers have been found not to have enough skills in creativity in innovating their lessons when attempting to guide learners in English Language Learning. On the one hand, some teachers, novice and practitioners quit the teaching career since they find it mostly difficult and others resist to participate in the curriculum development. On the other hand, students who have been involved in Academic English Language Classroom learning for 5 Years end up by not sensibly developing their communicative competence. Consequently the teachers tend to accuse the learners of inability to perform in satisfactory way. This attitude is due to teachers' automatic application of tra...

Celia Thompson

Until the 1990s discussion of critical thinking has tended to focus on first language speaking contexts (eg. Ennis, 1962; McPeck, 1981). More recently however, especially as a result of increases in international student enrolments in the tertiary sector, what critical thinking means and how it might be taught have become highly debated questions for second language learning theorists and practitioners, not only in Australia, but also in the US and in the UK (eg. Benesch 1993a; Gieve, 1998). This paper provides an overview of a range of theoretical approaches to critical thinking followed by discussion of the implications of these perspectives for the theory and practice of tertiary level English for Academic Purposes (EAP). Finally, an example of a critical thinking classroom activity for EAP university students will be presented.

Saleh Al-Busaidi

Nguyen V . My

In the international integration and globalization context and the strong influences of the fourth industrial revolution (Industry 4.0), critical thinking (CT) is becoming a more and more important skill that students need to be trained. To undergraduate students, critical thinking is not only a key study skill to meet the targets of the university curriculum but also the individuals' ability to think independently and make appropriate decisions in real-life situations. Consequently, preparing students to utilize the widest range of academic language skills through analysis, synthesis, and problem-solving facilitates them to the highest levels of academic achievement and the future continuous professional development. This article analyses the crucial roles of critical thinking skills in teaching English as a foreign language (EFL) and developing practical professionals for English pedagogical major students. For practical purposes, examples of activities and steps of implementation are given to enhance critical thinking skills for students at HCM City University of Education, Vietnam.

Critical thinking (CT) skills are an important component in effective English language teaching (ELT). This paper explores the relationship between CT skills and ELT by reviewing relevant literature. CT skills refer to the ability to analyze information objectively, make logical connections between ideas, evaluate evidence and arguments, solve problems systematically, and reflect on viewpoints critically. Research shows that language teachers with higher CT dispositions design more student-centered, interactive activities focusing on real communication. They emphasize tasks promoting meaningful language use, critical discussion, and analysis. Rather than just transmitting knowledge, these teachers help students develop their own CT and language abilities. Students of CT-skilled teachers show greater improvement over time in English proficiency, cognitive academic skills, and CT competencies. The paper discusses theories explaining this impact-CT allows teachers to be more deliberate, strategic, and reflective in pedagogical decision-making. Enhancing teacher CT through preservice and in-service training may therefore lead to higher quality ELT. The development of critical educators helps strengthen the critical capacities of their students. More research can further clarify the mechanisms of this relationship and inform CT training models useful for ELT contexts.

Elçin Petek

Critical thinking is an essential concept gaining more and more attention of shareholders particularly in bussiness, and education lately. When the fact that today's students have to deal with astounding information overload is taken into consideration, cultivation of it is an inevitable goal for professionals in education (Lipman, 2003; Lun et al., 2010; Ketabi, 2013). In order to teach such a skill in the classroom, teachers must first develop an awareness of what critical thinking is and possess the dispositions to an extent so that they can set an example for the learners. Thus, the current study aimed to investigate whether a training on the conception of critical thinking and its integration into language teaching brought about any cognitive change in a group of freshman ELT students. Having been guided with related reading resources, tasks and a specific technique (The PMI) developed by Edward de Bono (1985), participants demonstrated an increased awareness of critical thinking as an educational concept and its use in English teaching. The results of the study are expected to be enlightening for designing realistic and effective pre-service training programs to integrate critical thinking into English language teaching. Özet Eleştirel düşünme son zamanlarda özellikle eğitim ve iş arenasında gittikçe önem kazanan bir kavramdır. Günümüz öğrencilerinin şaşırtıcı düzeydeki bilgi patlaması ile daha iyi baş edebilmesi için eleştirel düşünmenin öğretimi eğitimciler açısından kaçınılmaz bir amaç haline gelmektedir (Lipman, 2003; Lun et al., 2010; Ketabi, 2013). Böyle bir beceriyi sınıfta öğretebilmek için öğretmenlerin ilk önce eleştirel düşünmeyi kavramsal olarak iyi bilmeleri ve öğrencilere iyi bir örnek teşkil edebilmek için eleştirel düşünme becerilerine sahip olmaları gerekmektedir. Bu nedenle, söz konusu çalışma bir grup birinci sınıf İngilizce öğretmenliği öğrencisine eleştirel düşünme ve dil öğretiminde kullanımı hakkında verilen bir eğitimin bilişsel gelişim açısından katkısını araştırmıştır. Çalışma sonunda, konuyla ilgili okuma kaynakları, aktiviteler, ve Edward de Bono (1985) tarafından geliştirilen PMI isimli özel bir teknikle eğitilen katılımcılarda eleştirel düşünmenin tanımı ve İngilizce öğretimine adapte edilmesine dair bilinç düzeyinin yükseldiği gözlemlenmiştir. Çalışmanın sonuçları hizmet öncesi öğretmen yetiştirme programlarının eleştirel düşünmenin İngilizce öğretimine entegre edilmesi konusunda gerçekçi ve etkili bir şekilde düzenlenmesine ışık tutacaktır.

Critical Thinking in ELT: A Working Model for the Classroom

• Thiri Soe Tohoku University

Paul Dummett and John Hughes. National Geographic Learning: Boston, USA, 2019. Pp. viii

Author Biography

Thiri soe, tohoku university.

Myanmar academic, Thiri Soe studies at the Graduate School of International Cultural Studies, Tohoku University, Japan.

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Critical thinking in ELT: A working model for the classroom

Paul Dummett and John Hughes National Geographic Learning 2019 See page 88 for details

Over the years there has been a vast array of books covering the topic of critical thinking (CT) in detail and, with various theoretical approaches, these books often specifically focused on CT for teaching in the tertiary sector. Since the global explosion of English learning and teaching and the development of the CEFR, the push to develop CT in ELT classes has increased. As a teacher of Academic Writing in a tertiary institution for many years, I have used a range of books or book chapters on critical thinking to develop lessons and supplementary materials for my classroom sessions on CT.

However, with all the books I have used that addressed CT, this comprehensive book by Dummett and Hughes is arguably the first book that so explicitly sets out to be an ELT resource with useful activities for language teachers to implement. In addition, it provides busy teachers with an approachable concise guide.

There are numerous definitions used by textbook writers for the term critical thinking, and Dummett and Hughes, as probably expected, do look at the possible definitions for the term. However, the point of difference is the fact that the authors for this book have surveyed teachers and it is the voices of the teachers that come through strongly, with quotes from teachers on defining CT. This style, inclusive of teachers’ voices, is woven into some of the chapters and this feature will possibly make teachers enjoy reading the book more as their voices are prominent in the chapters and they can relate to the supporting points. This is an impressive aspect of the book.

Overall, the book has seven chapters followed by a useful Appendices section that includes a glossary of terms, an Ask Yourself commentary, and potential answers to activities in the book. The authors conducted an online survey with a cohort of English language teachers to ascertain their views on critical thinking and the English language classroom. The final part of the Appendices section contains the full survey responses.

The first chapter in the book introduces the reader to a very valuable working model of critical thinking recommended by the authors. Initially the chapter addresses some key previous research studies on thinking, such as Bloom’s taxonomy and how the cognitive process connects to critical thinking. This is followed by the authors’ recommended model which presents a continuum from low-order thinking to higher-order thinking. On this continuum, the three key aspects, namely basic comprehension, critical thinking and creative thinking, are linked together and overlap. Each chapter includes some valuable advice from the authors and in Chapter 1 the advice is that ‘we must not fall into the trap of equating lower language proficiency with lower-order thinking’ (p12).

Chapter 2 provides a justification for the need to promote CT in language learners, how we can encourage autonomy in our learners, what the wider role of CT is in learning in contexts such as academia, business and everyday life, and the internet, and finally, the key benefits of developing critical thinking in General English language teaching.

After the initial two chapters, which address broader aspects of critical thinking, the following three chapters look at CT and how it can be developed in core course design areas. Chapter 3 covers the incorporation of CT driven activities in grammar, vocabulary and pronunciation classes. The part in Chapter 3 covering the link between pronunciation and CT was particularly interesting as the pragmatic messages around connotations underpinning conversations in English, including the emotional, social and cultural aspects, are covered. The following chapter (4) looks at receptive skills and the integration of CT, specifically addressing argumentation and evaluation. The activities focus on analysing authors and their perspectives, stance, tone of voice and aims and key skills. These are examined through analysing sources, facts and opinions, persuasive techniques, bias and assumptions, and implied meaning. Chapter 5 covers CT in productive skills. Productive skills, especially writing, can often pose a huge challenge to language learners and the activities in this chapter tackle some of those key challenging components, namely summary writing, peer evaluation, deconstructing text types and developing awareness of audience.

In Chapter 6, the focus shifts to 21st century skills and literacies and the need for critical thinking skills to manage the changes successfully. The final chapter (7) addresses the integration of CT into existing lessons, which is a realistic approach to adopt as most teachers are working within existing courses and lessons, and they do not want to reinvent the wheel as it were.

From the beginning to the end, the target audience for the book is clearly teachers of English and their learners, and each chapter has a number of really valuable activities that teachers can use to develop critical thinking in their students across all the skills. These activities are recommended for specific CEFR levels and they are good models which enable teachers to use them to design similar activities for the level of their students. A particularly useful component of each chapter is the insert titled ‘Ask yourself’ that encourages teachers to reflect on their own practices and critically evaluate the resources they use.

When I did an initial scan of the structure of the book I thought it looked a bit sparse and light in content, but as soon as I started to read the book I realised that in terms of content, it was packed with useful resources and ideas that could be easily implemented into ELT courses. Also, the structure makes the details easily accessible for most teachers without too much additional information to detract from core aspects, as can sometimes occur in teacher resources.

I strongly recommend this as a resource for teachers across all levels who are trying to develop CT in their language learners. It can also be used as an additional supplementary resource for teachers in an existing programme. I think the usefulness of this resource extends to all aspects of English teaching, including EAP.

Dr Anthea Fester Anthea Fester is a Senior Academic Staff Member, Waikato Institute of Technology (Wintec), Hamilton, New Zealand

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Critical Thinking in the ELT Classroom

The enquiring mind

Critical thinking is innate – it comes from inside us – and as humans we have survived and developed by approaching things critically. Children naturally try to check what they have been told, and are ‘programmed’ to piece together the information they encounter. For example, a six year-old child I know was told that diamonds are the strongest and hardest thing on earth and could cut through other stones and even metal. He then visited a rock on the English Jurassic Coast that had been ‘carved’ into an arch, and after listening to an explanation of how it had happened asked, ‘Which is more powerful, diamonds or the sea?’ This child could not yet read and write, but like other children, he was developing his critical mind.

Critical thinking essentially means having a questioning, challenging, analytical state of mind. A critical mind is comfortable with a degree of scepticism and doubt; it is a mind that is open to reinterpreting and refining its knowledge, and accepting that what we know may change in the light of new knowledge. A critical thinker questions whether something is believable, evaluates how strong is the basis of an assumption, and makes new connections between what they know and learn.

Multiple intelligences are involved in critical thinking. The conductor of an orchestra critically interprets the written score, even if it is as familiar as Beethoven’s Ninth. They aim to add something new, and communicate their interpretation to the musicians through movement. A surgeon has to work out the wider picture from the detail they can see, and act quickly. Someone working in business accesses the information relevant to their sector, assesses its significance, and looks for a new opportunity. These people are all thinking critically. Our students will do jobs like these when they have completed their education.

Critical thinking in the classroom

Part of our job as language teachers – and more broadly as educators – is to develop our students’ critical thinking competence. In reality, different students may have experienced varying degrees of nurture and discouragement at the hands of their parents, previous education, and wider culture. Our students’ level of critical thinking may not be related to their language level.

We can start by introducing tasks which ask students to question what they read and listen to, investigating the deeper – more implicit, meanings in texts – and identify assumptions and weaknesses. We can ask students to respond to statements that emerge from the materials we are already using. For example, my class were shown a slide in a lecture which stated ‘China will soon become the number one English speaking country in the world’. I elicited critical questions which included: ‘When? – How soon is ‘soon’?’; ‘Why not India?’; ‘How do you know? – What are your sources?’; and ‘How well will they speak English?’ We can start by asking the simple question ‘So what?’ Our classes, and all our lives, will be richer for our students’ responses.

Related articles

• Critical Thinking in EAP (oupeltglobalblog.com)
• Critical Thinking – Teaching Tips from Around the World (oupeltglobalblog.com)

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Reblogged this on Larry Paszli's Space.

Rightly said, Edward! Critical thinking is an essential component in process writing approach as well. In fact, language and thinking impinge upon each other. If we focus only on the mechanics of language, we are not teaching language. Language is for communication and expression of ideas. So the activities have to make students react or respond critically to all LSRW activities

most of the comments you mentioned were correct ,but teacher should be creative and smart for having an active class.

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[…] has become popular in ELT. Note this presentation at IATEFL 2011 by Lindsay Clandfield and this article from the OUP Global Teaching Blog. This is a quote from the […]

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Critical Thinking in ELT: A Working Model for the Classroom

John hughes , paul dummett (author).

• Publisher: National Geographic Learning
• 190 Page / Published 2019-02-20
• Category: ELT , Teacher Professional Development/Methodology
• ISBN: 9780357044728
• Language: English

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COMING SOON! Through accessible examples from their own experiences in the classroom, Paul Dummett and John Hughes provide English language teachers with practical ways to incorporate critical thinking into every class. Dummett and Hughes define critical thinking for English language teaching and demonstrate how challenging young adult and adult learners at all levels to think both critically and creatively develops learner autonomy, increases learner motivation, and promotes authentic communication.

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