The document discusses critical thinking in second language teaching. It defines critical thinking as reasonable, reflective thinking focused on deciding what to believe or do. Critical thinking involves two main components - dispositions and abilities. Dispositions motivate learners to acquire critical thinking abilities. Some ideal critical thinking dispositions include caring that beliefs are true and decisions justified, understanding positions honestly and clearly, and caring about others. The document also outlines 15 critical thinking abilities and provides a seven-part lesson structure for infusing critical thinking into subject matter teaching. It gives an example of a critical thinking map focused on developing the disposition of caring to "get it right to the extent possible." The document concludes that infusing critical thinking into education is an important long-term

1. The Infusion of
Critical Thinking in
Second Language
Teaching
Rona R. dela
Rosa

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CRITICAL
THINKING

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Critical thinking is
reasonable reflective
thinking that is focused
on deciding what to
believe or do
Ennis (1996)

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Critical thinking can be
interpreted as a dimension of
thinking that is guided by
criteria and standards to arrive
at a discerning, thoughtful, and
skillful judgment on something.
(Lopez, 2014)

5. The critical thinking consists
of two main components:
dispositions and abilities.
The acquisition of disposition
motivates the learners to
acquire the abilities
(Norris & Ennis, 1989)6/23/2015 5

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The Nature of Critical
Thinking: An Outline of
Critical Thinking
Dispositions
and Abilities
Robert H. Ennis

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Ideal critical thinking
dispositions:

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1. Care that their beliefs
be true, and that their
decisions be justified;
that is, care to "get it
right“ to the extent
possible.

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2. Care to understand
and present a position
honestly and clearly,
theirs as well as others.
3. Care about every
person.

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Critical Thinking
Abilities

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1. Focus on a question
2. Analyze arguments
3. Ask and answer
clarification and/or
challenge questions

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4. Judge the credibility
of a source.
5. Observe, and judge
observation reports.

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6. Deduce, and judge
deduction
7. Make material
inferences
8. Make and judge value
judgments

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9. Define terms and
judge definitions, using
appropriate criteria
10. Attribute unstated
assumptions

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11. Consider and reason from
premises, reasons, assumptions,
positions, and other propositions
with which they disagree or about
which they are in doubt, without
letting the disagreement or doubt
interfere with their thinking
("suppositional thinking")

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12. Integrate the
dispositions and other
abilities in making and
defending a decision

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13. Proceed in an orderly
manner appropriate to the
situation.
14. Be sensitive to the
feelings, level of knowledge,
and degree of sophistication
of others

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15. Employ appropriate
rhetorical strategies in
discussion and
presentation

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THE INFUSION OF
CRITICAL THINKING
DISPOSITION INTO
COMMUNICATION SKILLS
USING EVERYDAY
SITUATIONS
Marcos Y. Lopez

20. seven-part structure on
how to infuse critical
thinking into subject
matter
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1. Critical Thinking
Opener
This is the introductory part
of the lesson in which the
prior knowledge of the
students regarding the
subject matter is activated.

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2. Critical Thinking about
the Input
This can be forms of text
(editorial, news, opinion, etc),
selection from textbooks, or
articles from internet that serve
as subject matter.

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3. Critical Thinking about
Vocabulary
Learners are asked to define
unfamiliar words by using
different types of context such
as the semantic clues, syntactic
clues, and presentation clues.

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4. Critical Thinking in
Action
This is the part of the
lesson in which subject
matter and critical thinking
aspect are interwoven.

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5. Think Critically about
Critical Thinking
Learners think about their
thinking while they are thinking
to make their thinking better is
the main objective of this part
of lesson structure.

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6. Applying Critical
Thinking
This involves two kinds of
transfer as regards the
application of processes of
certain critical thinking aspect.
These are near transfer and far
transfer.

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7. Reinforcement Critical
Thinking Task
Students are asked for written
performance regarding the
effective use of the critical
thinking abilities/dispositions or
cognitive processes to content
similar to the topic of the lesson.

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Critical Thinking Map of
Critical Thinking Disposition
“Care to Get It Right to the
Extent Possible” CARE TO
GET IT RIGHT TO THE
EXTENT POSSIBLE

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1. What are the alternatives
available before making a decision?
2. What are the points of view of
others about the situation to make
oneself well-informed?
3. Which alternative is best in the
light of possible consequences?

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4. How important are the
consequences?
5. Is the endorsed position
regarding the issue based on
credible and justified information?
6. Are you impulsive when you
make significant decision?
Explain.

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Critical thinking is a young
discipline and infusing it into
different content areas is a long-
term evolutionary goal in
education, but this is a project
that is worth the effort
(Lopez, 2010)