Integrating Reading and Writing Instruction for Cultivating Students' Critical Thinking (original) (raw)
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Critical thinking has been considered as one of the main goals of education at any level. The question of 'in what ways does critical thinking develop best?' still needs further exploration. Cognitive science may provide assistance in comprehending the elusive nature of critical thinking, which may lend itself to explanations by receiving theoretical background and studying skills from a wide array of perspectives. Regarding the teaching of critical thinking skills to pre-service language teachers in an EFL context, it is apparent that it requires meticulous attention from the onset of the design of the language course. Aiming to develop a critical reading and writing course which was newly added to the English Language Teaching curriculum by the Higher Education Council and putting the teaching of critical thinking skills into the core, the current study aims to explore the critical thinking and reading levels of the students at the beginning of the course and display whether any difference took place during the course of time in the academic semester specified. The inclusion of the new course entitled 'Critical Reading and Writing', required the development of the course content and a selection of materials were made according to the general framework provided by the Higher Education Council. The current study utilized descriptive and inferential means. It aimed to determine and compare the students' critical thinking and critical reading levels before and after the study. Findings indicate that students' critical thinking levels developed at the end of the study. However, it is found that female students' critical thinking scores contributed more than male students' scores. When gender is not considered as a factor, the whole group of participants improved their critical thinking skills during the study; however they did not perform the same improvement on their reading scores.
Mastering a foreign language is a must in today society and hence the institutional efforts made at improving our students' linguistic competences at all education levels. If university students are future language teachers, teacher trainers ineludibly need to help trainees to become both fully competent users of the target language and reflective teachers. Parallel to this, the fact that at many primary and secondary schools English is becoming the language through which young learners have access to non-linguistic contents, trainees need to master the language they will use as a tool for instruction but also to be able to apply pedagogical proposals for cross disciplinary teaching and learning. We depart from these premises and focus on the development of our students' critical reading skills as a means to help them improve their mastery of the target language and their ability to reflect upon non-linguistic contents. Therefore, we base our study on how to work with texts at university level on two solid pillars: on the one hand, the Content and Language Integrated Learning (CLIL) methodology and on the other, critical literacy studies (Abdullah, 1994, Cassany, 2006; Serafini, 2003). The present article is part of the work carried out in our 2007-2009 Teaching Quality Improvement project (MQD) entitled " Teaching strategies to develop critical linguistic competences for Teacher's Training in Foreign Language Degree through English subjects ". One of the objectives of this project, thus, is to design and put into practice teaching strategies to improve the English level of our future foreign language teachers and, more precisely, we aim at analysing a series of guidelines to train/coach our students in terms of critical reading of different text types (e.g. literary, scientific, educational and journalistic). The investigation presented in this paper aims at a) describing our students' critical literacy competence when reading texts from different sources and b) collecting evidence for the establishment of a relationship between students' competences of English and critical reading. In this paper, we will explain the preliminary results of the several experiences carried out by our group from a cross disciplinary perspective. Secondly, we will focus on the analysis of the available data (both qualitative and quantitative) and, especially, on the statistic study of the possible correlation of our university students English language level and their critical reading competence in English. Even though our results seem to be quite promising and positive they may indicate a long process left, too. In other words, there is a lot of work to be done concerning the homogeneous implementation of teaching strategies on specific reading and, above all, facilitating our students to position themselves and think critically.