Poster Session - JALT National 2015

1. Background
It can be challenging for teachers to find a
practical and meaningful way to incorporate a
critical thinking component into their lessons.
Part of the problem is that the concept of
critical thinking is somewhat vague and
difficult to clearly define (Atkinson, 1997;
Vandermensbrugghe, 2004). Recent literature
illustrates the broad scope of critical thinking
and the variety of definitions (Ghaemi &
Taherian, 2011). Ennis (2011) offers a concise
definition:
Critical thinking is reasonable and reflective
thinking that is focused on deciding what to
believe or do.
This definition is simple and clear, but how
does it relate to classroom practice?
Literature Cited
Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
Ennis, R. (1991). Critical thinking: A streamlined conception. Teaching Philosophy, 14(1), 5-24.
Ennis, R. (2011). The nature of critical thinking: An outline of critical
thinking dispositions and abilities. Retrieved from
http://faculty.education.illinois.edu/rhennis/documents/TheNatureofCriticalThinking_51711_000.pdf
Ghaemi, H., & Taherian, Reza. (2011). The role of critical thinking in EFL teachers’ teaching success.
The Modern Journal of Applied Linguistics, 3(1), 8-22.
Vandermensbrugghe, J. (2004). The unbearable vagueness of critical thinking in the context of the
anglo-saxonisation of education. International Education Journal, 5(3), 417-422.
Abilities FunctionsFunctions
Identify and handle irrelevance
How is that relevant to this topic?
Is that really relevant?
It’s relevant because...
Maybe it’s not relevant to this topic.
Summarize Could you summarize your idea? In summary,...
Ask and answer clarification and/or
challenge questions
What’s your main point?
What do you mean by (that)?
Could you give me an example?
How does that apply to this case?
My main point is...
I mean...
For example,...
It’s important in this case because....
Define terms and judge definitions
How would you define (X)?
What’s your definition of (X)?
I would define (X) as...
My definition of (X) is...
Dispositions FunctionsFunctions
Discover and listen to others’ views
What do you think?
What’s your view?
In my opinion,...
In my view,...
Seek and offer reasons
Why?
Why do you think that?
Because...
The main reason is...
Another reason is...
Be clear and precise
Are you saying...?
Could you explain that?
Could you be more specific?
What I’m saying is...
In other words,...
Seek alternatives
Are there any other (explanations)?
Are there any alternatives?
Another (explanation) could be...
An alternative could be...
Be reflectively aware of one’s own basic
beliefs
Is that really true?
Is that really a good (reason)?
I could be wrong, but I think...
Consider seriously other points of view
How about from (X’s) point of view?
Are there any other perspectives?
From (X’s) point of view...
Utilizing functional language
aligned with the dispositions and
abilities of “the ideal critical
t h i n k e r ” m a y f o s t e r t h e
development of critical thinking
skills during group discussion tasks.
The Ideal Critical Thinker
In order to provide better guidance for curriculum
and teaching decisions, Ennis (1991; 2011)
introduced a more detailed conception of “the ideal
critical thinker.” He outlines several dispositions
(characteristics) and abilities of the ideal critical
thinker.
Language functions that mirror these
dispositions and abilities can be built into the
curriculum or utilized for individual
classroom activities.
Group Discussion Tasks
Group discussion tasks appear to be an effective way for students to
develop critical thinking skills in the classroom. A group of 4 students is
ideal, but groups of 3-5+ are possible. Extended group discussions of at
least 10 to 15 minutes can allow students to discuss topics more deeply.
Example Discussion Questions:
• Should all university students study abroad?
• Which is better: saving money for the future or spending money while
you earn it?
• Is it a good idea for university students to work part time?
Thinking Critically with Functional Language
Brad Barker
Rikkyo University, Tokyo - Center for English Discussion Class
Hypothetical 4-Person Discussion
• Is it a good idea for university students to work part time?
Student 1: What do you think?
Student 2: Can I say something?
Student 1: Go ahead.
Student 2: In my view, it’s not a good idea for students to work part time.
Student 3: Why do you think that?
Student 2: The main reason is that students should spend their time
studying and talking with friends.
Student 3: I see. But, how about from parents’ point of view?
Student 4: Can I make a comment?
Student 3: Sure.
Student 4: From parents’ point of view, it’s a good idea for students to
work part time.
Student 3: Why?
Student 4: Because students can earn money to help pay for university.
Functional Language