{"id":21965,"date":"2022-12-22T12:53:27","date_gmt":"2022-12-22T19:53:27","guid":{"rendered":"https:\/\/bridge.edu\/tefl\/blog\/?p=21965"},"modified":"2023-10-19T08:13:29","modified_gmt":"2023-10-19T14:13:29","slug":"teaching-critical-thinking-skills-esl-classroom","status":"publish","type":"post","link":"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/","title":{"rendered":"Teaching Critical Thinking Skills in the ESL Classroom"},"content":{"rendered":"<div style=\"margin-top: 0px; margin-bottom: 0px;\" class=\"sharethis-inline-share-buttons\" ><\/div>\n<p>Critical thinking has become a central concept in today\u2019s educational landscape, regardless of the subject taught. Critical thinking is not a new idea. It has been present since the time of Greek philosophers like Socrates, Plato, and Aristotle. Socrates&#8217; famous quote, \u201cEducation is the kindling of a flame, not the filling of a vessel,\u201d underscores the nature of learning (students are not blank slates to be filled with content by their teachers) and the significance of inquisitiveness in a true learning process, both in the ESL classroom and in the wider world of education. <a href=\"https:\/\/bridge.edu\/tefl\/courses\/micro\/promoting-critical-thinking\" target=\"_blank\" rel=\"noreferrer noopener\">Teaching critical thinking skills in the ESL classroom<\/a> will benefit your students throughout their language-learning journey.<\/p>\n\n\n\n<p>In more recent times, philosopher John Dewey made critical thinking one of the cornerstones of his educational philosophy. Nowadays, educators often quote critical thinking as the most important tool to sort out the barrage of information students are exposed to in our <a href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-english-with-tiktok-social-media-making-microlearning-big-business\/\" target=\"_blank\" rel=\"noreferrer noopener\">media-dominated world<\/a>, to analyze situations and elaborate solutions. Teaching critical thinking skills is an integral part of <a href=\"https:\/\/bridge.edu\/tefl\/blog\/integrating-21st-century-skills-into-business-english-classrooms\/\" target=\"_blank\" rel=\"noreferrer noopener\">teaching 21st-century skills<\/a>.<\/p>\n\n\n\n<figure class=\"wp-block-image aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"560\" height=\"315\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2021\/06\/Teaching-Adults-NL-Image-June-2021-V1.jpg\" alt=\"Teaching Adults English\" class=\"wp-image-14388\" srcset=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2021\/06\/Teaching-Adults-NL-Image-June-2021-V1.jpg 560w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2021\/06\/Teaching-Adults-NL-Image-June-2021-V1-480x270.jpg 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) 560px, 100vw\" \/><figcaption class=\"wp-element-caption\"><em>Applying critical thinking skills to media is a lifelong skill<\/em>.<\/figcaption><\/figure>\n\n\n\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_80 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#What_is_critical_thinking\" >What is critical thinking?<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Deweys_definition\" >Dewey\u2019s definition<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Goal-directed_thinking\" >Goal-directed thinking<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Critical_thinking_as_a_metacognitive_process\" >Critical thinking as a metacognitive process<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Awareness_of_context\" >Awareness of context<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#What_are_the_elements_of_critical_thinking\" >What are the elements of critical thinking?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Why_is_critical_thinking_important_in_ESL_teaching\" >Why is critical thinking important in ESL teaching?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#How_do_ESL_students_develop_critical_thinking_skills\" >How do ESL students develop critical thinking skills?<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Establishing_an_effective_environment\" >Establishing an effective environment<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Applying_context\" >Applying context<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Asking_questions\" >Asking questions<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#How_can_we_implement_critical_thinking_skills_in_the_ESL_classroom\" >How can we implement critical thinking skills in the ESL classroom?<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Activities_that_scaffold_language_and_facilitate_students_expression\" >Activities that scaffold language and facilitate students\u2019 expression<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Activities_that_encourage_students_to_make_connections_between_their_preexisting_knowledge_of_an_issue_and_the_new_information_presented\" >Activities that encourage students to make connections between their preexisting knowledge of an issue and the new information presented<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Change_of_perspective_and_contextualization_activities\" >Change of perspective and contextualization activities<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-critical-thinking-skills-esl-classroom\/#Collaborative_activities\" >Collaborative activities<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"What_is_critical_thinking\"><\/span>What is critical thinking?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>There are many definitions of critical thinking. They are not mutually exclusive but rather complementary. Some of the main ones are outlined below.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Deweys_definition\"><\/span>Dewey\u2019s definition <span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>In John Dewey\u2019s educational theory, critical thinking examines the beliefs and preexisting knowledge that individuals use to assess situations and make decisions. If such beliefs and knowledge are faulty or unsupported, they will lead to faulty assessments and decision-making. In essence, Dewey advocated for <a href=\"https:\/\/bridge.edu\/tefl\/blog\/inquiry-based-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">a scientific mindset in approaching problem-solving<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Goal-directed_thinking\"><\/span>Goal-directed thinking <span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Critical thinking is goal-directed. We question the underlying premises of our reflection process to ensure we arrive at the proper conclusions and decisions.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Critical_thinking_as_a_metacognitive_process\"><\/span>Critical thinking as a metacognitive process <span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>According to Matthew Lipman, in <em>Thinking in Education,<\/em> \u201cReflective thinking is thinking that is aware of its own assumptions and implications as well as being conscious of the reasons and evidence that support this or that conclusion. (\u2026) Reflective thinking is prepared to recognize the factors that make for <a href=\"https:\/\/bridge.edu\/tefl\/blog\/english-language-learners-as-teachers-busting-the-native-speakerism-bias\/\" target=\"_blank\" rel=\"noreferrer noopener\">bias, prejudice, and self-deception<\/a>. It involves thinking about its procedures at the same time as it involves thinking about its subject matter&#8221; (Lipman, 2003).<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Awareness_of_context\"><\/span>Awareness of context <span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>This is an important aspect of critical thinking. As stated by Diane Halpern in <em>Thought and Knowledge: An Introduction to Critical Thinking<\/em>, \u201c[The critical] thinker is using skills that are thoughtful and effective for the particular context and type of thinking task&#8221; (Halpern, 1996)<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"What_are_the_elements_of_critical_thinking\"><\/span>What are the elements of critical thinking?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Several elements go into the process of critical thinking.<\/p>\n\n\n<ul style=\"padding-left: 1.2em; text-align: left; --ub-list-item-icon-top: 3px;; --ub-list-item-icon-size: 1em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%230693e3&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); --ub-list-item-fa-li-top: 3px; --ub-list-item-spacing: 0px; \" class=\"wp-block-ub-styled-list ub_styled_list\" id=\"ub_styled_list-b2c996fe-f4b2-40ae-87eb-32580cc96a78\"><div class=\"ub-block-list__layout\" style=\"text-align: left; column-count: 1; --ub-list-mobile-column-count: 2; \">\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-5a855b8e-5ab6-4fe1-ae56-176aa64354bb\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Identifying the problem.<\/strong> If critical thinking is viewed mainly as a goal-oriented activity, the first element is to identify the issue or problem one wants to solve. However, the critical thinking process can be triggered simply by observation of a phenomenon that attracts our attention and warrants an explanation.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-cee39ca5-e1e0-426d-8146-66b4123bf296\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Researching and gathering of information that is relevant to the object of inquiry.<\/strong> One should gather diverse information and examine contrasting points of view to achieve comprehensive knowledge on the given topic.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-425d2778-d4f8-48c8-b4dd-ea79dd103557\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Evaluation of biases.<\/strong> What biases can we identify in the information that has been gathered in the research phase? But also, what biases do we, as learners, bring to the information-gathering process?<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-b0e16f85-0d21-4482-aa39-f422935c4d58\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Inference.<\/strong> What conclusions can be derived by an examination of the information? Can we use our preexisting knowledge to help us draw conclusions?<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-bf2114c0-6854-4505-9271-3407f048921e\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Assessment of contrasting arguments on an issue.<\/strong> One looks at a wide range of opinions and evaluates their merits.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%23000000&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-5b157856-211b-48fe-a395-1adfcc178a12\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#000000\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Decision-making.<\/strong> Decisions should be based on the above.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<\/div><\/ul>\n\n\n<figure class=\"wp-block-image aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"684\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/11\/Teaching-adults.jpg\" alt=\"adult ESL students in person classroom\" class=\"wp-image-21399\" srcset=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/11\/Teaching-adults.jpg 1024w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/11\/Teaching-adults-980x655.jpg 980w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/11\/Teaching-adults-480x321.jpg 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) and (max-width: 980px) 980px, (min-width: 981px) 1024px, 100vw\" \/><figcaption class=\"wp-element-caption\"><em>There are many ways to approach critical thinking depending on the theory to which you ascribe<\/em>.<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Why_is_critical_thinking_important_in_ESL_teaching\"><\/span>Why is critical thinking important in ESL teaching?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>The<a href=\"https:\/\/bridge.edu\/tefl\/courses\/micro\/promoting-critical-thinking\" target=\"_blank\" rel=\"noreferrer noopener\"> teaching of critical thinking skills<\/a> plays a pivotal role in language instruction. Consider the following:<\/p>\n\n\n\n<p>Language is the primary vehicle for the expression of thought, and how we organize our thoughts is closely connected with the structure of our native language. Thus, critical thinking begins with reflecting on language. To help students understand how to effectively structure and express their thinking processes in English, ESL teachers need to incorporate critical thinking in English Language Teaching (ELT) in an <a href=\"https:\/\/bridge.edu\/tefl\/blog\/esl-grammar-activities\/\" target=\"_blank\" rel=\"noreferrer noopener\">inclusive and interesting way<\/a>.<\/p>\n\n\n\n<p>For ESL students to reach their personal, academic, or career goals, they need to become proficient in English and be able to think critically about issues that are important to them. Acquiring literacy in English goes hand in hand with developing the thinking skills necessary for students to progress in their personal and professional lives. Thus, teachers need to prioritize the teaching of critical thinking skills.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"How_do_ESL_students_develop_critical_thinking_skills\"><\/span>How do ESL students develop critical thinking skills?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<figure class=\"wp-block-image aligncenter size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/11\/ielts-exam-prep-materials-and-activities-500x281.jpg\" alt=\"IELTS teaching materials\" class=\"wp-image-21212\" width=\"550\" height=\"318\" srcset=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/11\/ielts-exam-prep-materials-and-activities-500x281.jpg 550w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/11\/ielts-exam-prep-materials-and-activities-480x270.jpg 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) 550px, 100vw\" \/><figcaption class=\"wp-element-caption\"><em>Engaging with students and <a href=\"https:\/\/bridge.edu\/tefl\/blog\/how-to-build-rapport-with-esl-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">building rapport<\/a> will help them overcome fear and anxiety in the classroom<\/em>.<\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Establishing_an_effective_environment\"><\/span>Establishing an effective environment<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>The first step in assisting the development of critical thinking in language learning is to provide an environment in which students feel supported and willing to take risks. To express one\u2019s thoughts in another language can be a considerable source of anxiety. Students often feel exposed and judged if they are not yet able to communicate effectively in English. Thus, the teacher should strive to minimize the \u201caffective filter.\u201d This concept, first introduced by Stephen Krashen, posits that students\u2019 learning outcomes are strongly influenced by their state of mind. Students who feel nervous or anxious will be less open to learning. They will also be less willing to take the risks involved in actively participating in class activities for fear that this may expose their weaknesses.<\/p>\n\n\n\n<p>One way to create such an environment and facilitate students\u2019 expression is to scaffold language so students can concentrate more on the message\/content and less on grammar\/accuracy. <\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Applying_context\"><\/span>Applying context<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>As mentioned above, an important aspect of critical thinking is context. The information doesn\u2019t exist in a vacuum but is always received and interpreted in a specific situational and cultural environment. Because English learners (ELs) come from diverse cultural and language backgrounds and don\u2019t necessarily share the same background as their classmates and teacher, it is crucial for the teacher to provide a context for the information transmitted. Contextualization helps students to understand the message properly.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Asking_questions\"><\/span>Asking questions<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>One of the best ways to stimulate critical thinking is to ask questions. According to <a href=\"https:\/\/bridge.edu\/tefl\/blog\/blooms-taxonomy-esl-efl-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">Benjamin Bloom\u2019s taxonomy<\/a> (<em>Taxonomy of Educational Objectives<\/em>, 1956), thinking skills are divided into lower-order and higher-order skills. Lower-order skills include knowledge, comprehension, and application; higher-order skills include analysis, synthesis, and evaluation. To stimulate critical thinking in ELT, teachers need to ask questions that address both levels of thinking processes. For additional information, <a href=\"https:\/\/contact.teslontario.org\/developing-critical-thinking-skills-in-the-esl-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">read this article by the TESL Association of Ontario on developing critical thinking skills in the ESL classroom<\/a>.<\/p>\n\n\n\n<p><em>Watch the following clip from a BridgeUniverse Expert Series webinar to learn how to set measurable objectives based on Bloom&#8217;s Taxonomy (<a href=\"https:\/\/bridge.edu\/tefl\/blog\/webinars\/\" target=\"_blank\" rel=\"noreferrer noopener\">watch the full webinar \u2013 and others! \u2013 here<\/a>):<\/em><\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"How to set measurable objectives based on Bloom&#039;s Taxonomy in a TEFL\/TESOL classroom?\" width=\"1080\" height=\"608\" src=\"https:\/\/www.youtube.com\/embed\/vfmXOjl45hM?list=PLTw-iclTzXDo-kZDR3qLzZKniNWPjBZeS\"  allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"How_can_we_implement_critical_thinking_skills_in_the_ESL_classroom\"><\/span>How can we implement critical thinking skills in the ESL classroom?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Several activities can be used in the ESL classroom to foster critical thinking skills. Teaching critical thinking examples include:<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Activities_that_scaffold_language_and_facilitate_students_expression\"><\/span>Activities that scaffold language and facilitate students\u2019 expression <span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>These can be as basic as posting lists of important English function words like conjunctions, personal and demonstrative pronouns, question words, etc., in the classroom. Students can refer to these tables when they need help to express their thoughts in a less simplistic way or make explicit the logical relation between sentences (because\u2026 therefore; if\u2026 then; although\u2026 however, etc.). There are a <a href=\"https:\/\/bridge.edu\/tefl\/blog\/teach-esl-vocabulary\/\" target=\"_blank\" rel=\"noreferrer noopener\">variety of methods to introduce new vocabulary<\/a> based on student age, proficiency level, and classroom experience.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Activities_that_encourage_students_to_make_connections_between_their_preexisting_knowledge_of_an_issue_and_the_new_information_presented\"><\/span>Activities that encourage students to make connections between their preexisting knowledge of an issue and the new information presented<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>One such exercise consists of asking students to make predictions about what will happen in a story, a video, or any other context. Predictions activate the students\u2019 preexisting knowledge and encourage them to link it with the new data, make inferences, and build hypotheses.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><em>Critical thinking is only one of the 21st-century skills English students need to succeed. <a href=\"https:\/\/bridge.edu\/tefl\/courses\/micro\/21st-century-teaching\" target=\"_blank\" rel=\"noreferrer noopener\">Explore all of Bridge&#8217;s 21st-Century Teaching Skills Micro-credential courses to modernize your classroom!<\/a><\/em><\/h4>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Change_of_perspective_and_contextualization_activities\"><\/span>Change of perspective and contextualization activities<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Asking students to put themselves in someone else\u2019s shoes is a challenging but fruitful practice that encourages them to understand and empathize with other perspectives. It creates a different cultural and emotional context or vantage point from which to consider an issue. It helps assess the merit of contrasting arguments and reach a more balanced conclusion. <\/p>\n\n\n\n<p>One way of accomplishing this is to use a written text and ask students to rewrite it from another person&#8217;s perspective. This automatically leads students to adopt a different point of view and reflect on the context of the communication. Another is to <a href=\"https:\/\/bridge.edu\/tefl\/blog\/games-teaching-business-english\/\" target=\"_blank\" rel=\"noreferrer noopener\">use roleplay<\/a>. This is possibly an even more effective activity. In role-play, actors tend to identify more intimately with their characters than in a written piece. There are other elements that go into acting, like body language, voice inflection, etc., and they all need to reflect the perspective of the other.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Collaborative_activities\"><\/span>Collaborative activities <span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Activities that require students to collaborate also allow them to share and contrast their opinions with their peers and cooperate in problem-solving (which, after all, is one of the goals of critical thinking). Think\/write-pair-share is one such activity. Students are asked to work out a problem by themselves and then share their conclusions with their peers. A <a href=\"https:\/\/bridge.edu\/tefl\/blog\/collaborative-learning-strategies\/\" target=\"_blank\" rel=\"noreferrer noopener\">collaborative approach to learning<\/a> engages a variety of language skill sets, including conversational skills, problem-solving, and conflict resolution, as well as critical thinking.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Why cultural awareness is so important in TEFL\/TESOL Business English classroom?\" width=\"1080\" height=\"608\" src=\"https:\/\/www.youtube.com\/embed\/Uxlu99be9oA?feature=oembed\"  allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen><\/iframe>\n<\/div><figcaption class=\"wp-element-caption\"><em>A major component of critical thinking is understanding the perspective of the person you are communicating with. Teachers should have a firm grasp of cultural differences and nuances within their students&#8217; lives. <a href=\"https:\/\/bridge.edu\/tefl\/blog\/webinars\/\" target=\"_blank\" rel=\"noreferrer noopener\">Watch the full BridgeUniverse Expert Series webinar here.<\/a><\/em><\/figcaption><\/figure>\n\n\n\n<p>In today\u2019s educational and societal context, critical thinking has become an important tool for sorting out information, making decisions, and solving problems. Critical thinking in language learning and the ESL classroom helps students to structure and express their thoughts effectively. It is an essential skill to ensure students\u2019 personal and professional success.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><em><a href=\"https:\/\/bridge.edu\/tefl\/courses\/micro\/promoting-critical-thinking\" target=\"_blank\" rel=\"noreferrer noopener\">Take an in-depth look at incorporating critical thinking skills into the ESL classroom with the Bridge Micro-credential course in Promoting Critical Thinking Skills.<\/a><\/em><\/h4>\n","protected":false},"excerpt":{"rendered":"<p>Critical thinking has become a central concept in today\u2019s educational landscape, regardless of the subject taught. Critical thinking is not a new idea. It has been present since the time [&hellip;]<\/p>\n","protected":false},"author":12,"featured_media":22371,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","inline_featured_image":false,"footnotes":""},"categories":[10],"tags":[19,49,59,100,121,184,221,251,338,348,352],"post-language":[],"popular_posts":[],"class_list":["post-21965","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pedagogy","tag-21st-century-skills","tag-classroom-activities","tag-critical-thinking","tag-esl-classroom","tag-essential-skills","tag-methodology","tag-pedagogy","tag-strategies","tag-teaching-methods","tag-teaching-strategies","tag-teaching-tips"],"featured_image_src":"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/12\/Critical-thinking.jpg","author_info":{"display_name":"Linda D'Argenio","author_link":"https:\/\/bridge.edu\/tefl\/blog\/author\/linda-dargenio\/"},"acf":[],"_links":{"self":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/21965","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/comments?post=21965"}],"version-history":[{"count":2,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/21965\/revisions"}],"predecessor-version":[{"id":28790,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/21965\/revisions\/28790"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/media\/22371"}],"wp:attachment":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/media?parent=21965"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/categories?post=21965"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/tags?post=21965"},{"taxonomy":"post-language","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/post-language?post=21965"},{"taxonomy":"popular_posts","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/popular_posts?post=21965"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}