Thinking in English: Foundation Critical Thinking

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Thinking in EnglishFoundation Critical Thinking

• Lawrie Hunter
• Kochi University of Technology
• http//www.core.kochi-tech.ac.jp/hunter/
• lawriehunter at yahoo dot com

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Thinking in English Foundation Critical Thinking

• 1. Outline the major variations of the CT theme
• 2. Hunter's task-based approach
• 3. Hands-on let's build a CT unit
• tasks and processing

This is not a commercial presentation.
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Critical thinking as a curriculum area  1.1
Issues-based, adversarial critical thinking
(including debate) 1.2 de Bono type
thinking 1.3 Critical thinking formal
logic 1.4 Critical thinking careful
reading/listening articulate speaking /writing
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1.1 Issues-based, adversarial critical thinking
(including debate) Focused on the word
"critical" in the sense of finding weaknesses
in arguments,
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1.1 Issues-based, adversarial critical thinking
(including debate) Focused on the word
"critical" in the sense of finding weaknesses
in arguments, Adversarial critical thinking
(very American) is based on polar opposites
(e.g. right and wrong).
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1.1 Issues-based, adversarial critical thinking
(including debate) Focused on the word
"critical" in the sense of finding weaknesses
in arguments, Adversarial critical thinking
(very American) is based on polar opposites
(e.g. right and wrong). For Japanese learners of
Western languages, adversarial critical thinking
is both culturally distant and linguistically
challenging.
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1.2 de Bono type thinking httpwww.sixhats.com
The de Bono system is a proven method of teaching
issues-based (and non-adversarial) thinking
skills.
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1.2 de Bono type thinking httpwww.sixhats.com
The de Bono system is a proven method of teaching
issues-based (and non-adversarial) thinking
skills. However, the de Bono system has not
been successful in Japan.
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1.2 de Bono type thinking httpwww.sixhats.com
The de Bono system is a proven method of teaching
issues-based (and non-adversarial) thinking
skills. However, the de Bono system has not
been successful in Japan. This is probably
because most Japanese learners (a) do not have
the foundation language skills for discussion
(b) are not comfortable offering points of view
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1.3 Critical thinking formal logic As an L2
inroad to thinking skills, formal logic has two
weaknesses
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• 1.3 Critical thinking formal logic
• As an L2 inroad to thinking skills,
• formal logic has two weaknesses
• It has little value for everyday issues
  thinking.
• It is complex and abstract (no-no's for L2
  learning).

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1.4 Critical thinking careful
reading/listening articulate
speaking/writing  
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1.4 Critical thinking careful
reading/listening articulate
speaking/writing   This view of critical
thinking focuses on foundation literacy skills.

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1.4 Critical thinking careful
reading/listening articulate
speaking/writing   This view of critical
thinking focuses on foundation literacy skills.
Without these skills, the L2 learner cannot
proceed to discussion or debate.
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Critical thinking as an EFL content area  
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• Critical thinking as an EFL content area  
• Issues-based critical thinking is values-loaded.
• Some say that EFL critical thinking is
• English cultural imperialism.

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• Critical thinking as an EFL content area  
• Issues-based critical thinking is values-loaded.
• Some say that EFL critical thinking is
• English cultural imperialism.
• 2. Logic as EFL content is high cognitive load.
• Logic is not what we need for everyday problems.

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• Critical thinking as an EFL content area  
• Issues-based critical thinking is values-loaded.
• Some say that EFL critical thinking is
• English cultural imperialism.
• 2. Logic as EFL content is high cognitive load.
• Logic is not what we need for everyday problems.
• 3. de Bono's lateral thinking is very useful.
• However, it's also language heavy. 

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• Critical thinking as an EFL content area  
• Issues-based critical thinking is values-loaded.
• Some say that EFL critical thinking is
• English cultural imperialism.
• 2. Logic as EFL content is high cognitive load.
• Logic is not what we need for everyday problems.
• 3. de Bono's lateral thinking is very useful.
• However, it's also language heavy. 
• Most Japanese students
• don't have the basic patterns of accurate
  communication.
• Start there.

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PRINCIPLE Learners need to have a clear
situating of what they are doing.
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PRINCIPLE Learners need to have a clear
situating of what they are doing.

• This calls for a
• simple, structured characterization
• of language and communication.

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• A simple, structured characterization
• of language and communication
• We need to separate
• information
• from
• persuasive/poetic rhetoric

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(No Transcript)
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Genres

• allow us to talk about
• the type of information
• conveyed in any given utterance.
• This is the starting point for the L2 learner.

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Systemic Functional Linguistics

• SFL talks about these genres
• Narrative construct a pattern of events
• Procedure tell how to do something
• Information report present information
• Explanation tell how and why things occur
• Exposition argue a case
• Discussion look at sides of an issue

Read this on Hunter's website.
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• Mohan's (1986) knowledge structures

Classification Principle Evaluation
Description Process Choice
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KUTs genres

• ... reflect information types
• (Mohan's (1986) knowledge structures)
• rather than speech act types such as SFL's text
  types.

Classification Principle Evaluation
Description Process Choice
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KUTs genres

• At KUT, we have built our curriculum
• around these genres
• Description
• Classification
• Comparison
• Sequence
• Cause-effect
• inference
• Pro-con
• -a composite genre

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KUTs genres

• At KUT, we have built our curriculum
• around these genres
• Description
• Classification
• Comparison
• Sequence
• Cause-effect
• inference
• Pro-con
• -a composite genre

• Critical Thinking
• Asahi Press 2001
• 2nd year textbook
• 6 units (6 genres)
• in 2 quarters

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KUTs genres
The learning process used in this book Each of
the 6 units in this book follows the same
teaching/learning pattern
INPUT
USAGE PRACTICE
AUTHENTIC TASK

• Critical Thinking
• Asahi Press 2001
• 2nd year textbook
• 6 units (6 genres)
• in 2 quarters

EXPRESSION
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KUTs genres

• The learning process used in this book
• Each of the 6 units in this book follows the same
  teaching/learning pattern
• INPUT the learners are exposed to the target
  vocabulary and phrases required for expression of
  the ideas which are basic to the genre in the
  unit. For input, the learners listen to
  explanations of the genre by the teacher,
  practice speaking and listening to sentences from
  the genre, and read various explanations of the
  genres language and language structure
• USAGE PRACTICE in each unit there are a
  succession of activities and tasks which allow
  the learner to practice using the language
  required for the genre. It is important to
  emphasize to the learners that the activities and
  exercises are necessary to prepare the students
  for the final large task at the end of each unit.
  The activities and tasks may be performed in
  several different modes for example, as in-class
  activities (individual or group) or as written
  homework. This flexibility is important for the
  teacher, allowing for a variety of timings and
  paces.
• AUTHENTIC TASK the tasks at the end of the units
  are designed to be non-linguistic tasks, based in
  the real world. In some chapters the learners are
  asked to arrange information in certain
  structures in other chapters the learners are
  asked to solve real-world type problems. These
  tasks may be done individually or in groups of 2,
  3 or 4 learners.
• EXPRESSION the language aspect of the authentic
  tasks lies in the expression of the product of
  the task. In this book the tasks are written
  tasks, but they may also be done as pair or group
  presentations. The presentation approach is
  explained in detail in the teacher's guide.

• Critical Thinking
• Asahi Press 2001
• 2nd year textbook
• 6 units (6 genres)
• in 2 quarters

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KUTs genres
Thinking in English KUT Press 2004 A mapping
workbook, companion to CT 6 units (6
genres) Extends CT to 4 quarters

• Critical Thinking
• Asahi Press 2001
• 2nd year textbook
• 6 units (6 genres)
• in 2 quarters

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Hands-on let's build a unit cause and effect

• Hunter's genres
• Description
• Classification
• Comparison
• Sequence
• Cause-effect
• Inference
• Pro-con

INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
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Hands-on Example sequence

• Hunter's genres
• Description
• Classification
• Comparison
• Sequence
• Cause-effect
• Inference
• Pro-con

INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
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Hands-on example sequence

• Unit 2 Sequence
• Input listening and speaking Giving directions
  and telling a story
• Input instructions and narration Giving
  directions and telling a story
• Usage practice sequencing The steps for making
  an omelette
• Usage practice giving instructions Telling how
  to _______
• Input narration Mr. Nakamuras Day
  Dictation
• Usage practice writing Mr. Nakamura's Sunday
• Authentic task narration Putting a story in
  order
• Usage practice sequence words Making a story
  better
• Input comparing instructions and narration
  finding verbs and signal words
• Authentic task Get the gold!
• Expression Unit 2 final report how Kenji and
  Junichi Got the Gold

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Example sequence
Input Usage practice Authentic task Expression
Input Decide sequence structure signals
Then Next After that
Finally At last In the end
First To begin
While clause A, clause B After clause A,
clause B As clause A, clause B When clause A,
clause B If clause A, clause B
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Example sequence
Input Usage practice Authentic task Expression
Input Sequence structure signals Processing input
containing signals
1. First I got up and then I went to the
bathroom and had a shower. After that I got
dressed and went to the kitchen. 2. First I
took the milk out of the fridge. Then I went
to the cupboard and got a glass. Finally I
poured myself a glass of milk and drank it.
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Input Usage practice Authentic task Expression
Sequence structure signals
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Example sequence
Input Usage practice Authentic task Expression
Usage practice Graphics from sentences
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Example sequence
Input Usage practice Authentic task Expression
Usage practice Sentences from graphics
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Input Usage practice Authentic task Expression
Sentences from graphics
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Example sequence
Input Usage practice Authentic task Expression
Usage practice Ordering information
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Example sequence
Input Usage practice Authentic task Expression
Usage practice Combining sentences
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Example sequence
Input Usage practice Authentic task Expression
Input Finding structure signals and
other lexical items
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Example sequence
Input Usage practice Authentic task Expression
Authentic task Real-world problem
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Example sequence
Input Usage practice Authentic task Expression
Expression Report/ drama/ video/ interview/ graphi
c
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Hands-on let's build a unit cause and effect

• Hunter's genres
• Description
• Classification
• Comparison
• Sequence
• Cause-effect
• Inference
• Pro-con

INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
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Unit cause and effect
Input Usage practice Authentic task Expression
Input C-E structure signals Processing input
containing signals Usage practice Graphics from
sentences Sentences from graphics Combining
sentences Authentic task Real-world
problem Expression Report/drama/video/interview
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Dont hesitate to write to me.
Lawrie Hunter Kochi University of
Technology http//www.core.kochi-tech.ac.jp/hunter
/ lawriehunter at yahoo dot com