The Infusion of Critical

Thinking in Second

Language Teaching

Rona R. dela Rosa

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CRITICAL THINKING

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Critical thinking is reasonable

reflective thinking that is focused on deciding what to

believe or do Ennis (1996)

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Critical thinking can be interpreted as a

dimension of thinking that is guided by

criteria and standards to arrive at a

discerning, thoughtful, and skillful judgment on

something.(Lopez, 2014)

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The critical thinking consists of two main

components: dispositions and

abilities. The acquisition of

disposition motivates the learners to acquire

the abilities (Norris & Ennis, 1989)

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The Nature of Critical Thinking:

An Outline of Critical Thinking

Dispositionsand Abilities

Robert H. Ennis

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Ideal critical thinking

dispositions:

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1. Care that their beliefs be true, and that their decisions be justified; that is,

care to "get it right“ to the extent

possible.

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2. Care to understand and

present a position honestly and

clearly, theirs as well as others.3. Care about every person.

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Critical Thinking Abilities

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1.Focus on a question

2.Analyze arguments

3.Ask and answer clarification

and/or challenge questions

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4. Judge the credibility of a

source. 5. Observe, and

judge observation reports.

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6. Deduce, and judge deduction

7. Make material inferences

8. Make and judge value judgments

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9. Define terms and judge

definitions, using appropriate

criteria10. Attribute

unstated assumptions

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11. Consider and reason from premises, reasons, assumptions, positions, and other propositions

with which they disagree or about

which they are in doubt, without

letting the disagreement or doubt

interfere with their thinking

("suppositional thinking")

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12. Integrate the dispositions and

otherabilities in making and defending a

decision

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13. Proceed in an orderly manner

appropriate to the situation.

14. Be sensitive to the feelings, level of

knowledge, and degree of

sophistication of others

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15. Employ appropriate rhetorical

strategies in discussion and presentation

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THE INFUSION OF CRITICAL THINKING DISPOSITION INTO COMMUNICATION

SKILLS USING EVERYDAY

SITUATIONS Marcos Y. Lopez

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seven-part structure on how to infuse critical

thinking into subject matter

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1. Critical Thinking Opener This is the

introductory part of the lesson in which the prior knowledge

of the students regarding the subject matter is activated.

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2. Critical Thinking about the Input This can be forms of text (editorial, news,

opinion, etc), selection from textbooks, or

articles from internet that serve as subject

matter.

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3. Critical Thinking about Vocabulary Learners are asked to

define unfamiliar words by using different types of context such as the

semantic clues, syntactic clues, and presentation clues.

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4. Critical Thinking in Action

This is the part of the lesson in which

subject matter and critical thinking

aspect are interwoven.

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5. Think Critically about Critical

Thinking Learners think about their thinking while they are thinking to make their thinking better is the main

objective of this part of lesson structure.

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6. Applying Critical Thinking

This involves two kinds of transfer as regards

the application of processes of certain

critical thinking aspect. These are near transfer

and far transfer.

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7. Reinforcement Critical Thinking Task

Students are asked for written performance

regarding the effective use of the critical

thinking abilities/dispositions or cognitive processes to content similar to the topic of the lesson.

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Critical Thinking Map of Critical Thinking Disposition “Care to Get It Right to the

Extent Possible” CARE TO GET IT RIGHT TO

THE EXTENT POSSIBLE

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1. What are the alternatives available

before making a decision? 2. What are the points of view of others about the situation to make oneself

well-informed? 3. Which alternative is

best in the light of possible consequences?

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4. How important are the consequences?

5. Is the endorsed position regarding the issue based on credible

and justified information? 6. Are you impulsive when

you make significant decision? Explain.

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Critical thinking is a young discipline and

infusing it into different content

areas is a long-term evolutionary goal in education, but this is

a project that is worth the effort

(Lopez, 2010)