An Analysis of the Teaching of Critical Thinking in English for Academic Purposes Programmes (original) (raw)

The purpose of English for Academic Purpose programmes at British (as well as American and Australian) universities is to bridge the gap between international students’ secondary education and the entry expectations of these universities. This primarily focuses on not only English language skills but also study skills. However, recent research by Vangermensbrugghe (2004), Moore & Morton (2005), and Miller (2011) suggest that this purpose is not being completely filled. Focusing on different skills, these researchers conclude that a lack of focus in critical thinking skills has caused difficulty for these students to enter into British (American and Australian) universities. This paper first attempts to define critical thinking through two different perspectives--Ennis (1962) and Freire (1970). It then proposes a concept known as Critical English for Academic Purposes (Benesch, 2001) as a way of understanding critical thinking in this field. It then analyses research done in the field of English for Academic Purposes focusing on the fostering of critical thinking from these different perspectives in order to understand the weaknesses in the field. Finally, it attempts to suggest possibilities for further research on critical thinking in English for Academic Purposes to further develop this skills in hopes of better preparing these international students for study in Anglophone universities. REFERENCES: Benesch, S. (2001) Critical English for Academic Purposes: Theory, Politics, and Practice, Mahwah, NJ, Lawrence Erlbaum. Ennis, R. (1962) A Concept of Critical Thinking. Harvard Educational Review, 32, 1, pp. 81-111. Freire, P. (1970) Pedagogy of the Oppressed, New York, Continuum Press. Miller, D. (2011) ESL Reading Textbooks Vs. University Textbooks: Are We Giving Our Students the Input They May Need?, Journal of English for Academic Purposes, 11, pp. 32-46.