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E-grāmata: Critical Thinking

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(Niigata University of International and Information Studies, Japan),
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Critical Thinking provides language teachers with a dynamic framework for encouraging critical thinking skills in explicit, systematic ways during their lessons.

With the proliferation of fallacious arguments, "fake news," and untrustworthy sources in today's multimedia landscape, critical thinking skills are vital not only in one’s native language, but also when engaged in the task of language learning. Written with the language teacher in mind, this book provides a springboard for teaching critical thinking skills in multicultural, multilingual classrooms. Suitable for graduate students, in-training teachers, and language curriculum developers interested in purposeful applications of critical thinking pedagogy for the second-language classroom, this volume presents classroom activities, suggestions for lesson planning, and ideas for researching the impact of critical thinking activities with second-language learners.

This book is ideal as an invaluable resource for teacher-directed classroom investigations as well as graduate dissertation projects.



Critical Thinking provides language teachers with a dynamic framework for encouraging critical thinking skills in explicit, systematic ways during their lessons.

Recenzijas

"The book is useful for teachers of English for General Purposes at all levels. The authors provide different activities for different levels of language proficiency. It is possible for teachers of English for Specific Purpose to devise subject-specific activities from the generic activities authors provide. Teachers of writing and other focused skills can also adapt some of the exercises for their purposes. Others in teacher development, curriculum, and programme planning will benefit from the theoretical orientations, review of pedagogical research, and the suggestions for programme development in the book. This a thoughtful, well-designed, and very helpful pedagogical resource."

Suresh Canagarajah, Pennsylvania State University, USA, Applied Linguistics, 2023

"One strength of this book is its innovative pedagogical approach. It weaves together complex concepts, easily digestible strategies, practical activities and seminal theory, helping readers personalize the content, reflect upon CT pedagogy, and consider its application in their classrooms."

"Given the proliferation of fallacious and uncritical arguments in todays multimedia landscape, CT skills are becoming increasingly important. Critical Thinking presents a comprehensive, step-by-step framework that teachers can use to help English language learners develop the CT skills necessary to navigate our complex world."

Dr. Kohnke, The Education University of Hong Kong, Hong Kong, TESOL Quarterly, 2023

"The concisely named Critical Thinking title is the latest addition to the Routledge Research and Resources in Language Teaching series. It is aimed at language teachers and curriculum developers; its key strength is the presentation of extensive practical material in the form of activities designed for immediate classroom use."

"Critical Thinking is likely to be welcomed by English language teachers who want an accessible resource of practical activities which are clearly explained and categorised."

Edward de Chazal, EAP Tutor and Teacher, Modern English Teacher, 2023

List of Figures
xi
List of Tables
xii
Preface xiii
Acknowledgments xv
Part I From Research to Implications
1(31)
Introduction - What Is Critical Thinking?
1(1)
A Common Questions about Critical Thinking in English Language Teaching
2(15)
A.1 I'm a Language Teacher: Why Should I Be Concerned about Teaching Critical Thinking?
3(4)
A.2 Isn't Critical Thinking Something Best Taught in the Students' First Language?
7(1)
A.3 My Students Are So Unmotivated: How Could I Ever Get Them to Study Critical Thinking?
8(2)
A.4 Isn't Critical Thinking Something That Students Pick Up on Their Own as Part of Getting a Good Education?
10(2)
A.5 Aren't We Just Forcing Our Students to Adopt Western Styles of Thinking?
12(4)
A.6 Do You Really Need a Book on Critical Thinking in ELT?
16(1)
B Focusing on Critical Thinking
17(10)
B.1 Argumentation
18(3)
B.2 Logical Fallacies
21(2)
B.3 Externalizing Critical Thinking Through Problem-Solving
23(4)
C Teaching Critical Thinking Skills to Second-Language Learners
27(3)
D Implications
30(2)
Part II From Implications to Application
32(285)
Introduction
32(2)
Section 1 The Critical Thinking Cycle ...
34(1)
A Developing Dispositions
34(12)
Activity 1 Prove It!
35(1)
Activity 2 Supporting Opinions: The `Why' Game
36(2)
Activity 3 Challenging Beliefs
38(3)
Activity 4 Create a Profile: Understanding Biases
41(2)
Activity 5 Bias in News Headlines
43(3)
B Receiving
46(14)
Activity 6 Paying Attention
47(1)
Activity 7 Show Me You're Listening: Body Language
48(4)
Activity 8 Show Me You're Listening II: Backchanneling
52(3)
Activity 9 Picture What I'm Saying
55(2)
Activity 10 Listen. Don't Interrupt!
57(3)
C Reasoning
60(13)
Activity 11 Categorize It!
60(3)
Activity 12 Rank It!
63(2)
Activity 13 Persuade Me!
65(2)
Activity 14 Spot the Problem!
67(4)
Activity 15 Sloppy Sophistry
71(2)
D Responding
73(15)
Activity 16 Reflecting
73(2)
Activity 17 Summarize This
75(4)
Activity 18 Critical Conversations
79(2)
Activity 19 Correct Me!
81(4)
Activity 20 The Critical Thinking Cycle: A Review
85(3)
Section 2 Logical Fallacies
88(1)
A Logical Fallacies: An Introduction
88(5)
Activity 21 Introduction to Logical Fallacies
88(5)
B Logical Fallacies: Faulty Conclusions
93(3)
Introduction
93(3)
Non Sequitur
Activity 22 Does It Follow?
96(2)
Activity 23 Spot the Non Sequitur
98(3)
Activity 24 Non Sequiturs in Politics
101(2)
Probability Fallacy
Activity 25 How Probable?
103(1)
Activity 26 Drawing the Conclusion
104(4)
Activity 27 Fearmongering with Probability Begging the Question
108(3)
Activity 28 Which Is the Better Reason?
111(3)
Activity 29 Don't Beg the Question!
114(4)
Activity 30 To Beg or Raise the Question Post Hoc Fallacy
118(3)
Activity 31 Does A Cause B?
121(2)
Activity 32 Fallacious Connections
123(5)
Activity 33 Correlation not Causation Hasty Generalization
128(4)
Activity 34 All Students in This Class ...
132(3)
Activity 35 Don't Be Hasty!
135(6)
Activity 36 Everyday Generalizations
Single Cause Fallacy
Activity 37 Many Causes
141(3)
Activity 38 A Popular Restaurant
144(3)
Activity 39 How Many Causes? False Equivalence
147(1)
Activity 40 Comparing Apples to Oranges
148(3)
Activity 41 They're Not the Same
151(4)
Activity 42 Wronger than Wrong Sunk Cost Fallacy
155(3)
Activity 43 What Should They Do?
158(3)
Activity 44 Is It a Good Decision?
161(3)
Activity 45 What Would You Do?
164(4)
C Logical Fallacies: Questionable Reasons
168(3)
Introduction
168(3)
Ad Hominem
Activity 46 Don't Attack Me!
171(3)
Activity 47 Attack the Argument!
174(3)
Activity 48 Guilt by Association Red Herring
177(3)
Activity 49 Avoiding the Question
180(3)
Activity 50 Don't Distract Me!
183(3)
Activity 51 Red Herrings in Politics Circular Reasoning
186(3)
Activity 52 Don't Go Round in Circles
189(4)
Activity 53 You Gotta Do What You Gotta Do!
193(3)
Activity 54 Is Circular Reasoning Begging the Question? Straw Man
196(3)
Activity 55 Don't Exaggerate!
199(3)
Activity 56 Family Arguments
202(4)
Activity 57 Countering a Straw Man Argument Either/Or
206(3)
Activity 58 The Third Option
209(3)
Activity 59 Either A or B But What About C?
212(3)
Activity 60 It's Not So Black and White! Stacking the Deck
215(3)
Activity 61 Half the Picture
218(3)
Activity 62 The Full Picture
221(3)
Activity 63 Fair Play or Stacking the Deck? Equivocation
224(3)
Activity 64 Homonyms
227(4)
Activity 65 Changing the Meaning
231(3)
Activity 66 Equivocation in Politics Appeal to Emotion
234(2)
Activity 67 How Does It Make You Feel?
236(3)
Activity 68 Be Afraid, Be Very Afraid
239(3)
Activity 69 So Many Emotions
242(4)
D Logical Fallacies: Mistaken Assumptions
246(4)
Gambler's Fallacy
Activity 70 Heads or Tails?
250(2)
Activity 71 Monte Carlo
252(2)
Activity 72 What Would You Do (Part 2)? Logical Paradox
254(3)
Activity 73 Is It a Contradiction?
257(4)
Activity 74 The Abilene Paradox
261(2)
Activity 75 What's the Paradox? Unwarranted Assumptions
263(2)
Activity 76 Is It Warranted?
265(3)
Activity 77 This Morning's Assumptions
268(3)
Activity 78 What Have the Romans Ever Done for Us? Genetic Fallacy
271(3)
Activity 79 Which Is the Better Reason? (Part 2)
274(3)
Activity 80 Who Said It?
277(2)
Activity 81 Origins Common Belief Fallacy
279(4)
Activity 82 True or False
283(2)
Activity 83 Accept or Reject
285(3)
Activity 84 The Things We Believed Slippery Slope Fallacy
288(2)
Activity 85 Negative Chains
290(2)
Activity 86 Can I Have a Chocolate?
292(2)
Activity 87 Countering Slippery Slope Arguments Ignorance Fallacy
294(4)
Activity 88 Evidence of No Evidence?
298(3)
Activity 89 No Evidence Is No Evidence!
301(4)
Activity 90 No Evidence Is Evidence! Naturalistic Fallacy
305(2)
Activity 91 Is It Good For Us?
307(4)
Activity 92 What Is to What Ought to Be!
311(3)
Activity 93 That's Just the Way It Is!
314(3)
Part III From Application to Implementation
317(9)
Introduction
317(1)
A Creating a Critical Thinking Course
317(4)
A.1 Making Your Own CT course
318(2)
A.2 Negotiating a CT Course
320(1)
B Using the Activities to Supplement a Course
321(1)
C Implementing Critical Thinking Activities into Your Classroom
321(3)
C.1 Using the CT Cycle Activities as an Introduction
321(1)
C.2 Using Activity 21 as a Needs Analysis
322(1)
C.3 Using the Logical Fallacy Activities
322(1)
C.4 Returning to the CT Cycle
323(1)
C.5 Reflecting on Learning
323(1)
C.6 Keeping a CT Diary
324(1)
D Going Beyond the Activities in the Book
324(1)
D.1 Researching CT
324(1)
D.2 Finding More Fallacies
325(1)
D.3 Creating Your Own CT Activities
325(1)
E A Final Note
325(1)
Part IV From Implementation to Research
326(21)
Introduction
326(1)
A Integrating Methodologies
326(5)
A.1 Action Research
327(1)
A.2 Mixed Methods Research
328(1)
A.3 Putting It Together
329(2)
B The `PEAR' Approach
331(13)
B.1 Progressive Exploratory Action Research
331(6)
B.2 Progressive Explanatory Action Research
337(7)
C Final Caveats and Suggestions
344(1)
D Making a Contribution
345(1)
E Concluding Thoughts
345(2)
References 347(7)
Index 354
Gregory Hadley is a Professor of Cultural Studies and Applied Linguistics at Niigata University, Japan. He received his PhD in Applied Linguistics from the University of Birmingham, UK, where his primary focus was in the Sociology of English Language Teaching. A Visiting Fellow at the University of Oxford, UK, he is the author of English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory (2015) and Grounded Theory for Applied Linguistics: A Practical Guide (2017).

Andrew Boon is a Professor in the Global Communications Department of Toyo Gakuen University, Japan. He holds a PhD in Applied Linguistics from Aston University, UK, and has published numerous articles on methodology, motivation, and teacher development. He is also author and co-author of several writing, listening and speaking, and news media ELT textbooks and scores of graded readers for English language learners.
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