Incorporating Controversial Issues in Critical Thinking Lesson: A Case Study of EFL Classroom

Autor/in	Sudha, Mannujan Mohini
Titel	Incorporating Controversial Issues in Critical Thinking Lesson: A Case Study of EFL Classroom
Quelle	In: English Language Teaching, 11 (2018) 9, S.48-58 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Controversial Issues (Course Content); English (Second Language); Second Language Learning; Second Language Instruction; Critical Thinking; Case Studies; Student Attitudes; Cultural Background; Lesson Plans; Teaching Methods; Grammar; Translation; Well Being; Interpersonal Competence; Foreign Countries; Bangladesh + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kritisches Denken; Case study; Fallstudie; Case Study; Schülerverhalten; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Well-being; Wellness; Wohlbefinden; Interpersonale Kompetenz; Ausland; Bangladesch
Abstract	This case study investigated the issue of incorporating controversial topics in EFL classroom of pre-university students and their attitude toward such controversial topics namely, E-stalking in terms of their own cultural background. The objective of the study was to bring a new dimension in language teaching and learning in Bangladeshi educational system by introducing controversial issues in critical thinking lesson plan. Bangladeshi educational system is solely dependent on the grammar-translation method where including the controversial issue in a language classroom is a completely new experiment for both the teacher and learners. BRAC Institute of Language (BIL) of BRAC University is trying to come out from this traditional teacher oriented methods by implementing new modern approaches and techniques for language learning. This case study was a part of teaching critical thinking, aiming to improve their English language learning. The rationale that the study adopts for introducing controversial topics in EFL curricula is based on the assumption that it helps learners in developing their linguistic and cognitive skills, social awareness, emotional well-being and critical thinking that are compatible with the new approaches and methods of teaching EFL. The present study analyzed data that was collected from the students of pre-university (pre-intermediate level) program and found that majority of the students welcomed the topic E-stalking and showed their positive attitude throughout the lesson. This paper also revealed the importance and possible challenges of incorporating controversial topics in EFL classroom. This study ended with some recommendations made by the researcher's own observation while conducting the lesson. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01