Infusing Critical Thinking Skills in the English as a Foreign Language Classroom: A Meaningful Experience for Teachers and Students

Resumen

Critical Thinking implies using strategies that engage individuals in complex thinking that demand analysis, judgment, construction, and reconstruction of knowledge to make the right decisions in a given situation. This paper highlights aspects of a research study conducted in an English as a Foreign Language Classroom that used the target language to promote Critical Thinking skills in college students. The study aimed to move from the narrow perspective of teaching a language for the sole reason of developing language skills to a broader conception that envisions language as a tool to infuse Critical Thinking. Throughout the study, the didactic activities raised awareness on the importance of integrating language and thinking skills simultaneously. This paper starts with an overview of major conceptualizations of Critical Thinking that fit the purposes of language teaching, followed by a description of the role of Critical Thinking in the EFL classroom. This paper also discusses important considerations when embracing Critical Thinking approach to teaching. Lastly, best didactic practices that proved to be effective to spark Critical Thinking skills in college students are presented. This paper emphasizes that the appropriate implementation of Critical Thinking strategies constitutes a meaningful learning experience for both teachers and learners. This document also suggests that language competence and criticality are complementary rather than antipodal. Recommendations are that teachers should exploit the myriad of advantages that Critical Thinking strategies bring to the EFL classroom.