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Journal Week 4

Title          : An interrogation of the role of critical thinking in English language pedagogy in Chile
Author     : Leonardo Veliz & Mauricio Veliz
Year          : 2018
Publisher : Routledge

Background
The present study aims to interrogate the role of Critical Thinking (CT) in English language education in Chile through the analysis of teacher educators’ and postgraduate students’ perceptions and understandings of CT in relation to their academic life throughout the university.

Most Influencial Theory
A critical consequence of this is that the discourses produced by hegemonic cultures constrain the possibilities of reflecting critically on the world, and on the chances to transform it for the better (Pessoa and Freitas 2012, 755).

Findings
CT comes across as a highly valued and much-needed skill to develop. However, the study reveals that CT is very poorly developed at teacher education level. both groups of participants provide their own views on the possible causes that hinder the development, amongst which are: An overriding concern for linguistic forms at the expense of CT development; the cross-curricular nature of the skill, which means that no-one feels compelled to take curricular responsibility for its development; and teacher educators’ pessimistic view of teacher education students’ ability to develop such skills at that level.

Implications in ELT
Though it is true that critical thinking is still poorly developed in most language classes but this could be solved by encouraging, sustaining and evaluating CT in reading and writing. There needs to be an evaluation about the concept of critical thinking as the question is not just whether learners use it or not, or whether or not it is taught, but rather questions about what academic activities and social practices require learners’ critical engagement, for which purposes, and under what circumstances.

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