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Thinking Critically with Functional Language
- 1. Background It can bechallenging 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