Thinking in English: Foundation Critical Thinking Lawrie Hunter Kochi University of Technology lawriehunter at.

Thinking in English:Foundation Critical Thinking

Lawrie HunterKochi University of Technology

http://www.core.kochi-tech.ac.jp/hunter/lawriehunter at yahoo dot com

Thinking in English: Foundation Critical Thinking

This is not a commercial presentation.

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

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

1.1 Issues-based, adversarial critical thinking

(including debate)

Focused on the word "critical" in the sense of finding weaknesses in arguments,

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).

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.

1.2 de Bono type thinkinghttp:www.sixhats.com

The de Bono system is a proven method of teaching issues-based (and non-adversarial) thinking skills.

1.2 de Bono type thinkinghttp:www.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.

1.2 de Bono type thinkinghttp:www.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

1.3 Critical thinking = formal logic

As an L2 inroad to thinking skills, formal logic has two weaknesses:

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).

1.4 Critical thinking =

careful reading/listening +

articulate speaking/writing  

1.4 Critical thinking =

careful reading/listening +

articulate speaking/writing  

This view of critical thinking focuses on foundation literacy skills.

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.

Critical thinking as an EFL content area  

Critical thinking as an EFL content area  

1. Issues-based critical thinking is values-loaded.Some say that EFL critical thinking is English cultural imperialism.

Critical thinking as an EFL content area  

1. 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.

Critical thinking as an EFL content area  

1. 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. 

Critical thinking as an EFL content area  

1. 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. 

4. Most Japanese students don't have the basic patterns of accurate communication.

Start there.

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

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

This calls for a simple, structured characterization

of language and communication.

A simple, structured characterization of language and communication:

We need to separate

information

from

persuasive/poetic rhetoric

hunter’stools

GENRES REGISTERS MOVES

Genresallow us to talk about

the type of information conveyed in any given utterance.

This is the starting point for the L2 learner.

hunter’stools

GENRES REGISTERS MOVES

Systemic Functional LinguisticsSFL 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

hunter’stools

GENRES REGISTERS MOVES

Read this on Hunter's website.

Mohan's (1986) knowledge structures

Classification Principle Evaluation

Description Process Choice

KUT’s 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

hunter’stools

GENRES REGISTERS MOVES

hunter’stools

GENRES REGISTERS MOVES

KUT’s genres

At KUT, we have built our curriculumaround these genres:

DescriptionClassificationComparisonSequenceCause-effect + inferencePro-con -a composite genre

KUT’s genres

Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)

in 2 quarters

At KUT, we have built our curriculumaround these genres:

DescriptionClassificationComparisonSequenceCause-effect + inferencePro-con -a composite genre

hunter’stools

GENRES REGISTERS MOVES

KUT’s genres

Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)

in 2 quarters

The learning process used in this bookEach of the 6 units in this book follows the same teaching/learning pattern:

hunter’stools

GENRES REGISTERS MOVES

INPUT

USAGE PRACTICE

AUTHENTIC TASK

EXPRESSION

KUT’s genres

Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)

in 2 quarters

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.

hunter’stools

GENRES REGISTERS MOVES

KUT’s genres

Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)

in 2 quarters

hunter’stools

GENRES REGISTERS MOVES

Thinking in EnglishKUT Press 2004

A mapping workbook,companion to CT6 units (6 genres)

Extends CT to 4 quarters

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

INPUT

USAGE PRACTICE

AUTHENTIC TASK

EXPRESSION

Hunter's genres:DescriptionClassificationComparisonSequenceCause-effect InferencePro-con

Hands-on: Example: sequence

INPUT

USAGE PRACTICE

AUTHENTIC TASK

EXPRESSION

Hunter's genres:DescriptionClassificationComparisonSequenceCause-effect InferencePro-con

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. Nakamura’s 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

Example: sequenceInput

Usage practiceAuthentic task

Expression

InputDecide sequence structure signals

FirstTo begin

ThenNextAfter that

Finally At lastIn the end

While + clause A, clause BAfter + clause A, clause BAs + clause A, clause BWhen + clause A, clause BIf + clause A, clause B

Example: sequenceInput

Usage practiceAuthentic task

Expression

InputSequence structure signalsProcessing 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 milkout of the fridge.

Then I went to the cupboardand got a glass.

Finally I poured myself a glass of milkand drank it.

InputUsage practiceAuthentic task

ExpressionSequence structure signals

Example : sequence Input

Usage practiceAuthentic task

Expression

Usage practiceGraphics from sentences

Example : sequence Input

Usage practiceAuthentic task

Expression

Usage practiceSentencesfrom graphics

InputUsage practiceAuthentic task

Expression

Sentences from graphics

Example : sequence Input

Usage practiceAuthentic task

Expression

Usage practiceOrderinginformation

Example : sequence Input

Usage practiceAuthentic task

Expression

Usage practiceCombiningsentences

Example : sequence Input

Usage practiceAuthentic task

Expression

InputFindingstructure signalsand otherlexicalitems

Example : sequence Input

Usage practiceAuthentic task

Expression

Authentic taskReal-world problem

Example : sequence Input

Usage practiceAuthentic task

Expression

Expression

Report/

drama/

video/

interview/

graphic

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

INPUT

USAGE PRACTICE

AUTHENTIC TASK

EXPRESSION

Hunter's genres:DescriptionClassificationComparisonSequenceCause-effect InferencePro-con

Unit: cause and effectInput

Usage practiceAuthentic task

Expression

InputC-E structure signalsProcessing input containing signals

Usage practiceGraphics from sentencesSentences from graphicsCombining sentences

Authentic taskReal-world problem

ExpressionReport/drama/video/interview

Don’t hesitate to write to me.

Lawrie HunterKochi University of Technology

http://www.core.kochi-tech.ac.jp/hunter/lawriehunter at yahoo dot com