In the first blog post in her series, Carolyn Westbrook, one of the authors of Unlock, introduces the basics of teaching Critical Thinking in ELT.
What is Critical Thinking?
Sometimes Critical Thinking is interpreted to mean criticising what someone says or writes. In some ways, this definition may be correct, but it also implies an aspect of negativity, which is not necessarily the case. In fact, the converse is sometimes true: Critical Thinking can lead to a very positive critique of what has been said or written. More accurately then, Critical Thinking is the search for understanding through reflection and logical, rational reasoning with clear justifications.
What does Critical Thinking involve?
Critical Thinking involves striving for understanding; to have an inquisitive yet open-minded and flexible approach to exploring ideas. It also requires the ability to evaluate information and draw clear conclusions based on the evidence to hand.
Why is Critical Thinking important?
The ability to think critically goes far beyond learning English and even beyond learning English for Academic Purposes (EAP) – it is a skill for life. Critical Thinkers can analyse situations and make balanced decisions. This is a key skill looked for by employers. However, many Critical Thinking processes are involved implicitly in other activities, so many students are unaware of their ability to think critically. Students need to be able to demonstrate these skills, in order to show how they will benefit employers.
Key concepts in teaching Critical Thinking
There are two key concepts in teaching Critical Thinking. These are reflection and justification.
Reflection
Encourage students to reflect by asking them open questions, for example, about something they have read or heard. It is important to avoid closed questions which just require a yes/no decision. Instead of asking ‘Is this article from a reliable source?’ ask them ‘What makes you think that this article is from a reliable source?’. This way, students are encouraged to reflect on their answer rather than taking a guess or making a spontaneous decision. We can encourage students to think more carefully about their (or other people’s) arguments simply by asking the question ‘Why?’.
Justification
Reflection leads to justification. When asked an open question, students have to find and use the evidence available to make a decision about their answer. They are encouraged to use logical reasoning skills; for example, asking themselves ‘Wh-’ questions, such as ‘when?’, ‘where?’ and ‘what?’ in order to find suitable evidence . When they have collected all the evidence, they analyse it and, based on this, come to a conclusion. Students then use the evidence which led them to their conclusion as justification for their answer.
However, it is important to remember, especially at the beginning of teaching Critical Thinking, that students may come to the wrong conclusion as their logical reasoning skills are not yet fully developed. However, they should still be praised if they are able to justify their answers. Their logical reasoning will develop as they practise more and as their cognitive skills grow.
Requiring students to reflect on their knowledge, ideas and the evidence before them, and to justify their opinions, not only improves their cognitive skills but also develops their linguistic skills as they are challenged to justify their answers in a foreign language.