Research Article
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Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002

Developing a reading course model for pre-service English language teachers within the framework of critical pedagogy

Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

Today’s global world brought significant changes to our learning and teaching habits, skills, and competencies we need to gain to deal with and make decisions on challenging global issues. One of these essential skills we need to improve is critical thinking skills. Enhancing critical thinking skills and developing an in-depth critical consciousness on challenging issues can be achieved through the improvement of two essential literacy skills, reading and writing. This paper presents a reading course model developed to improve pre-service English language teachers’ critical reading skills within the framework of critical pedagogy. Many English reading courses in higher education level are designed with traditional approaches that aim to improve the basic reading comprehension skills of second language (L2) readers. Unlike these courses, the course model reported in this paper aims to develop pre-service English language teachers’ critical reading skills as well as consciousness on critical global issues by creating a context they experience reading in English as a social act by having a deeper level of engagement with critical global issues such as social justice, gender equality, refugee problems, human rights, and environmental challenges. The paper first provides a detailed description of the theoretical framework behind the design of the course and then presents the course with a focus on learning objectives, course procedure, reading text selection and assessment of students’ works. The pedagogical considerations and implications are provided in the conclusion for instructors who are interested in implementing a reading course enriched with critical pedagogy.

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
Year 2023, Issue: 32, 1387 - 1401, 21.02.2023
https://doi.org/10.29000/rumelide.1253151

Abstract

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
  • Barnet, S., Bedau, H. & O’Hara, J. (2020). Critical Thinking, Reading, and Writing: A Brief Guide to Argument (10th edition). Boston, Macmillan Learning.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 31, 97–122.
  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21-29.
  • Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carter, C. E. (2011). Mindscapes: Critical reading skills and strategies. USA: Wadsworth Cengage Learning.
  • Crookes, G. (2014). Critical ELT in action: Foundations, promises, praxis. London & New York: Routledge.
  • De Costa, P. I., & Norton, B. (2017). Introduction. Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368
  • Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3), 219-244.
  • E2030: education and skills for the 21st century, report https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
  • Flynn, L. L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
  • Freire, P. (1970). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: Herder and Herder.
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). (M. Bergman Ramos, Trans). New York: Continuum.
  • Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338-357. https://doi.org/10.1177/1049731505284
  • Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge, UK: Cambridge University Press.
  • Hermida, D. J. (2009). The importance of teaching academic reading skills in first-year university courses. SSRN Electronic Journal, 3. https://doi.org/10.2139/ssrn.1419247
  • Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209. https://doi.org/10.1080/10790195.2018.1472942
  • Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30-45.
  • Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp.35–83). Santa Fe, NM: School of American Research Press.
  • Ku, K. Y. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
  • Kubota, R. (2014). “We must look at both sides”—but a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11, 225–251.
  • Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York, NY: Routledge.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
  • Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4), 444-472. https://doi.org/10.5054/tj.2011.269747
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522. https://doi.org/10.1080/03075079.2011.586995
  • Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto.
  • Norton, B., & Toohey, K. (2004) Critical pedagogies and language learning: an introduction. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambridge University Press.
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.
  • Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72. https://doi.org/10.1016/j.tsc.2018.02.008
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issues into english language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Siegel, H. (1988). Educating reason. New York, NY: Routledge.
  • Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220–232.
  • Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265. http://dx.doi.org/10.1016/j.tsc.2016.10.002
There are 41 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section World languages, cultures and litertures
Authors

Zeynep Bilki This is me 0000-0001-9505-8093

Publication Date February 21, 2023
Published in Issue Year 2023 Issue: 32

Cite

APA Bilki, Z. (2023). Developing a reading course model for pre-service English language teachers within the framework of critical pedagogy. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(32), 1387-1401. https://doi.org/10.29000/rumelide.1253151