Thinking in English Foundation Critical Thinking Lawrie Hunter

Thinking in English: Foundation Critical Thinking Lawrie Hunter Kochi University of Technology http: //www. core. kochi-tech. ac. jp/hunter/ lawriehunter at yahoo dot com

Thinking in English: Foundation Critical Thinking 1. Outline: the major variations of the CT theme 1. 2. Hunter's task-based approach 3. Hands-on: let's build This is not a commercial presentation. 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 thinking http: 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 thinking http: 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 thinking http: 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 L 2 inroad to thinking skills, formal logic has two weaknesses:

1. 3 Critical thinking = formal logic As an L 2 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 L 2 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 L 2 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’s tools GENRES REGISTERS MOVES

hunter’s tools GENRES REGISTERS Genres allow us to talk about the type of information conveyed in any given utterance. This is the starting point for the L 2 learner. MOVES

hunter’s tools GENRES REGISTERS MOVES Systemic Functional Linguistics SFL talks about these genres: Read this on Hunter's website. • • • 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

Mohan's (1986) knowledge structures Classification Description Principle Process Evaluation Choice

hunter’s tools KUT’s genres GENRES REGISTERS MOVES . . . reflect information types (Mohan's (1986) knowledge structures) Classification Description Principle Process Evaluation Choice rather than speech act types such as SFL's text types.

KUT’s genres hunter’s tools GENRES REGISTERS MOVES At KUT, we have built our curriculum around these genres: Description Classification Comparison Sequence Cause-effect + inference Pro-con -a composite genre

KUT’s genres hunter’s tools GENRES Critical Thinking Asahi Press 2001 2 nd year textbook 6 units (6 genres) in 2 quarters REGISTERS MOVES At KUT, we have built our curriculum around these genres: Description Classification Comparison Sequence Cause-effect + inference Pro-con -a composite genre

KUT’s genres hunter’s tools GENRES REGISTERS MOVES The learning process used in this book Each of the 6 units in this book follows the same teaching/learning pattern: INPUT USAGE PRACTICE Critical Thinking Asahi Press 2001 2 nd year textbook 6 units (6 genres) in 2 quarters AUTHENTIC TASK EXPRESSION

KUT’s genres hunter’s tools GENRES REGISTERS MOVES 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 Critical Thinking Asahi Press 2001 2 nd year textbook 6 units (6 genres) in 2 quarters USAGE PRACTICE: in each unit there 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

KUT’s genres hunter’s tools GENRES REGISTERS MOVES Thinking in English Critical Thinking Asahi Press 2001 2 nd year textbook 6 units (6 genres) in 2 quarters KUT Press 2004 A mapping workbook, companion to CT 6 units (6 genres) Extends CT to 4 quarters

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

Hands-on: Example: sequence Hunter's genres: Description Classification Comparison Sequence Cause-effect Inference Pro-con INPUT USAGE PRACTICE AUTHENTIC TASK EXPRESSION

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: sequence Input Usage practice Authentic task Expression Input Decide sequence structure signals First To begin Then Next After that Finally At last In the end 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

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.

Sequence structure signals Input Usage practice Authentic task Expression

Example : sequence Usage practice Graphics from sentences Input Usage practice Authentic task Expression

Example : sequence Usage practice Sentences from graphics Input Usage practice Authentic task Expression

Input Usage practice Authentic task Expression Sentences from graphics

Example : sequence Usage practice Ordering information Input Usage practice Authentic task Expression

Example : sequence Usage practice Combining sentences Input Usage practice Authentic task Expression

Example : sequence Input Finding structure signals and other lexical items Input Usage practice Authentic task Expression

Example : sequence Authentic task Real-world problem Input Usage practice Authentic task Expression

Example : sequence Expression Report/ drama/ video/ interview/ graphic Input Usage practice Authentic task Expression

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

Unit: cause and effect 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 Input Usage practice Authentic task Expression

Don’t hesitate to write to me. Lawrie Hunter Kochi University of Technology http: //www. core. kochi-tech. ac. jp/hunter/ lawriehunter at yahoo dot com