30/09/2024, 10:56 2.

1 Introduction to Module 2: TESOL Methodology

2.1 Introduction to Module 2

"Puzzle Piece" ([Link] by kingmaphotos ([Link]

13865518/) is licensed under a Pixabay License. ([Link]

attribution&utm_medium=referral&utm_campaign=image&utm_content=1769866) It is free to use and share.


Welcome to Module 2: Learning-Centered
Instruction, Learning Strategies, and Critical
Thinking
Please view the introduction video. You can download the transcript here
([Link]
([Link] .

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30/09/2024, 10:57 2.2 Warm-up: Reflection on Learning Styles, Strategies, and Metacognitive Learning : TESOL Methodology

2.2 Warm-up: Reflection on Learning

Styles, Strategies, and Metacognitive
Learning

This work is a derivative of “Untitled ([Link] ” by Gordon

Johnson ([Link] , via Pixabay ([Link] is licensed under a Pixabay License

([Link] . It is free to use and share.

We all have different styles of teaching and learning. We have also experienced classrooms that
are focused on the teacher or focused more on the learner.

Think and Write


1. Think about your experiences in different classroom environments and answer the following
questions:
Have you taught or participated in a class that was teacher-centered? What was it like?
Have you taught or participated in a class that was learner-centered? What was it like?
What is the difference between a teacher-centered and a learner-centered class?
How would your teaching strategies differ for teacher-centered and learner-centered
instruction?
2. On a piece a piece of paper or in a word doc, write some notes on your answers to these
questions. Use this opportunity to think about what you already know.

You do not have to submit this assignment. This activity is not graded. This is a chance to activate
your prior knowledge (think about what you already know). You should spend no more than 5-10
minutes completing this.

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30/09/2024, 10:57 2.3 Lecture: Personalized Learning: Focusing on the Student: TESOL Methodology

2.3 Lecture: Personalized Learning:

Focusing on the Student

([Link]

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30/09/2024, 10:57 2.3 Lecture: Personalized Learning: Focusing on the Student: TESOL Methodology

Teacher Roles in English Language Teaching

Teachers can play many roles. In a modern classroom teachers can be facilitators who observe,
advise and direct, rather than control and dictates the leaning process. Teacher roles are
connected to the teaching methods. These roles determine the degree to which a teacher
controls a learning process. The content of lessons and how teachers and students interact also
depends on teacher roles.

Traditional Role of English Teachers

Traditional classrooms are teacher-centered. A teacher directs the learning process by selecting
what and how students should learn. Students are asked to memorize, repeat, and do drills.. This
approach to language teaching assumes the teacher as a source of knowledge, The learners are
receivers of knowledge and they do not control what they learn and how they learn it.

Focus on the Learner

Changes in teaching ideas overtime lead to changes in teaching methods and in roles of teachers
and learners in the classroom. In 1960s and 1970s a number of new theories helped change how
language is taught. Among these approaches are:

Humanistic approach to language teaching. It considers learner intellectual and emotional

development to be equally important
Communicative language teaching (CLT) approach. It is based on teaching real world
communication skills.


Recognizing Learner Differences and Learning Styles

Effective language teachers can engage students with multiple learning styles. It can be
challenging for one teacher to work with a variety of different learning styles. Consider how these
strategies can work to help students to be more successful with these three major learning
styles:

Visual:

Use graphic organizers to show word and concepts relationships.

Ask students to highlight texts and color-code their notes.
Draw pictures of new concepts and ask students to do the same.
Provide maps and charts to teach new material.
Have students use different fonts, colors and sizes when/if using the computer.

Auditory:

Discuss new topics and subjects as a group and ask students to do it with partners.
Ask students to record lectures and their own presentations and review them afterwards.
Have students read aloud and voice concepts and ideas to them.
Ask students to create tunes and rhythms when learning new material.

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30/09/2024, 10:57 2.3 Lecture: Personalized Learning: Focusing on the Student: TESOL Methodology

Kinesthetic:

Use role play to act out concepts and ideas taught in your course.
Encourage students to take notes while listening to lectures or reading.
Associate each new word with a gesture or movement.
Have students spell new words in teams using their bodies.

New Role of English Teachers in Task Based Language Teaching

Communicative language teaching provided foundations for the task based language teaching
(TBLT). TBLT is a new approach that focuses on learning by doing. The goal is for the learners to
use language for communicative activities. The role of teachers also changes. Teachers become
facilitators of students' learning. Instead of providing the knowledge, teacher guides, motivates,
advises and monitors students' progress. Teachers now recognize learner differences and provide
students with diverse communicative activities. Teachers should also involve students in group
and collaborative work, and keep them interested and motivated to learn the language.

Grammar-Translation Method in Pakistan's English Education

The Grammar-Translation Method (GTM) is a traditional approach to English language teaching

that remains prevalent in many educational institutions across Pakistan. This method focuses on
the explicit teaching of grammatical rules, vocabulary memorization, and translation exercises
from English to the native language, such as Urdu or regional languages like Pashto or Punjabi.


GTM emphasizes reading and writing skills over speaking and listening, often resulting in limited
communicative competence among students. Despite its limitations in promoting active language
use, GTM continues to be favored due to its structured approach and alignment with the
examination-oriented education system in Pakistan, where students are often assessed on their
ability to translate texts and demonstrate grammatical accuracy.

Conclusion

The role of teachers in modern classrooms has changed from being a controller and an organizer
to being a guide and a facilitator. Learners can now be more in control of their learning process. It
all sounds good in theory, however, it may be quite challenging to achieve such changes in
teacher and student roles. Sometimes the learning context does not allow for these changes (e.g.,
educational systems may have rules and specific curricular guidance). Additionally, students may
not be culturally ready to take on these changes. Therefore, teachers should always consider
cultural norms and expectations in addition to various teaching approaches and strategies when
planning a shift from a traditional to a modern teacher role.

Reference: (Copyrighted)

This content is copyrighted, and cannot be adopted in any way, or distributed after the end of this
course. It is not Public Domain or Creative Commons-licensed, and therefore not for public use.
Please do not save a copy for your personal use, and do not use it after the course ends.
[Link] 4/5
30/09/2024, 10:57 2.3 Lecture: Personalized Learning: Focusing on the Student: TESOL Methodology

Center for Access and Success. Tips for Educators on Accommodating Different Learning Styles.
Retrieved from the Internet. [Link]
teach-and-accommodate/how-to-accommodate-different-learning-styles/
([Link]
accommodate-different-learning-styles/)

[Link] 5/5
30/09/2024, 10:57 2.3.1 Optional Video: Individual Learner Differences: TESOL Methodology

2.3.1 Optional Video: Individual

Learner Differences

VIDEO

“Video Icon” by Tiera Day for University of Maryland Baltimore County is licensed under CC BY 4.0

([Link] for use in the AE E-Teacher Program, sponsored by the U.S. Department of State.

This is an optional but highly recommended activity. Feel free to use this graphic organizer to
guide you through this exercise. You do not need to submit the graphic organizer, but you may
want to share and discuss it with another person taking this class.

Download the video graphic organizer in PDF

([Link]
([Link] and in
Word ([Link]


([Link] here.

Now that you have learned about the many different types of learners, you can practice identifying
learner-centered teaching. For this optional activity, please do the following:

Watch the video, Shaping the Way We Teach English: Individual Learner Differences. Watch
what the teacher and students do in the classroom and think about how this created a learner-
centered classroom.

Use graphic organizer and answer the questions below. This graphic organizer uses guiding
questions and scaffolding to help you (the learner) understand the video better. Record your
thoughts on the graphic organizer attached. Feel free to share your thoughts with a friend, co-
worker, or another person taking this course.

1. Watch Part 1 of the video (0:00-4:01) and answer the following questions. Record your
answers on your graphic organizer.

Click the link below to watch Part 1 of the video.

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30/09/2024, 10:57 2.3.1 Optional Video: Individual Learner Differences: TESOL Methodology

Part 1: Shaping the Way We Teach English

This work is a derivative of “Shaping the Way We Teach English” by University of Oregon's

([Link] via American English ([Link]

way-we-teach-english-successful-practices-around-world) , used under Public Domain

([Link] . This derivative is licensed under CC BY 4.0

([Link] by the University of Maryland Baltimore County for the AE E-Teacher Program,

sponsored by the U.S. Department of State.

For a transcript of this video click here


([Link]
([Link]

How is the class organized?

What activities did the students do?
What skills did the students practice?
How does the teacher make the class learner-centered?
How does this teaching strategy connect to the English teaching practices discussed in this
module?

2. Watch Part 2 of the video (4:01-8:48) and answer the following questions. Record your
answers on your graphic organizer.

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30/09/2024, 10:57 2.3.1 Optional Video: Individual Learner Differences: TESOL Methodology

Shaping the Way We Teach English Part 2

This work is a derivative of “Shaping the Way We Teach English” by University of Oregon's
([Link] via American English ([Link]

way-we-teach-english-successful-practices-around-world) , used under Public Domain

([Link] . This derivative is licensed under CC BY 4.0

([Link] by the University of Maryland Baltimore County for the AE E-Teacher Program,

sponsored by the U.S. Department of State.

Describe different parts of the project that the teacher was describing.
What overall teaching strategy was used?


How does this teaching strategy connect to the English teaching practices discussed in this
module?

For a transcript of this video click here

([Link]
([Link]

3. Watch Part 3 of the video (8:48-12:52) and answer the following questions. Record your
answers on your graphic organizer.

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30/09/2024, 10:57 2.3.1 Optional Video: Individual Learner Differences: TESOL Methodology

Shaping the Way We Teach English Part 3

This work is a derivative of “Shaping the Way We Teach English” by University of Oregon's
([Link] via American English ([Link]

way-we-teach-english-successful-practices-around-world) , used under Public Domain

([Link] . This derivative is licensed under CC BY 4.0

([Link] by the University of Maryland Baltimore County for the AE E-Teacher Program,

sponsored by the U.S. Department of State.

Describe the school’s self-access room.

What overall teaching strategy was used?


How does this teaching strategy connect to the English teaching practices discussed in this
module?

For a transcript of this video click here

([Link]
([Link]

Alternative Assignment
If you are unable to view the video, please do the following:

1. Read the transcript for only Part 1 of the video.

2. Read what the teacher does in the classroom. What does the teacher do to create a learner-
centered classroom? How does this relate to the concepts we learned in this module?
3. Read what the students do in the video. What activities do the students do that make this
classroom learner-centered? How does this relate to the concepts we learned in this module?
4. Record your thoughts on the graphic organizer.

For a transcript of Part 1 of the video click here

([Link]
([Link]

[Link] 4/5
30/09/2024, 10:57 2.3.1 Optional Video: Individual Learner Differences: TESOL Methodology

Download the video graphic organizer in PDF

([Link]
([Link] and in
Word ([Link]
([Link] here.

[Link] 5/5
30/09/2024, 10:58 2.4 Readings: Managing the Learner-Centered Classroom: TESOL Methodology

2.4 Readings: Managing the Learner-

Centered Classroom
English teachers around the world have many different classroom cultures and class sizes.
Learner-centered teaching strategies might seem harder to manage with large classes. The
following article discusses approaches and strategies for working with and managing large
learner-centered classrooms.

Please read and reflect on this article. Consider how it might connect to your own teaching
context. You will discuss these ideas and your own connections in the Module 2 discussion.

A study guide for this article is also provided below.

Article: "Student-Centered Teaching in Large Classes with Limited Resources"

([Link]
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30/09/2024, 10:58 2.4 Readings: Managing the Learner-Centered Classroom: TESOL Methodology

([Link]

For a study guide of the Renaud, Tannenbaum, and Stantial's article click here
([Link]
([Link]

For a comparison of the teaching context, we recommend reading the following article from a
Pakistani teaching perspective.


Article: Student Centered Approach to Teaching: What Does it Mean for the Stakeholders of
a Community School in Karachi, Pakistan?
([Link]
([Link]

Renaud,S. Tannebaum, E., Stantial, P. (2007). Student-Centered Teaching in Large Classes with
Limited Resources. English Teaching Forum, 45(3),12-34.
[Link]
number-3#child-837 ([Link]
volume-45-number-3#child-837)

Qutoshi, Sadruddin & Poudel, Tikaram. (2014). Student Centered Approach to Teaching: What
Does it Mean for the Stakeholders of a Community School in Karachi, Pakistan?. Journal of
Education and Research. 4. 10.3126/jer.v4i1.9620.

[Link] 2/2
30/09/2024, 10:58 2.4.1 Optional Video: Student Centered Classroom Management: TESOL Methodology

2.4.1 Optional Video: Student

Centered Classroom Management
OPTIONAL:

Webinar on Student-Centered Classroom Management

Student-Centered Classroom Management: Addressing Classroom Issues with 5 Adaptable

Forms ([Link]


([Link]

Student-centered classroom management differs from teacher centered classroom management.

The overall focus of classroom management should be on encouraging good discipline and
behavior to facilitate students' learning opportunities. The following presentation discusses
different classroom management techniques and it presents 5 adaptable forms that can be used
to guide activities in learner-centered classrooms. The author discusses how and when each form
is best used.

Link:

[Link]
([Link]

([Link]

“Student-Centered Classroom Management: Addressing Classroom Issues with 5 Adaptable Forms” by C. Thomas,

([Link] via YouTube ([Link] is licensed under Public Domain

([Link] .

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30/09/2024, 10:58 2.4.1 Optional Video: Student Centered Classroom Management: TESOL Methodology

Reference

Thomas, C. Student-Centered Classroom Management: Addressing Classroom Issues with 5

Adaptable Forms [Webinar].

[Link] 2/2
30/09/2024, 10:59 2.5 Lecture: Strategies-Based Instruction, Metacognition, and Critical Thinking in Second Language Teaching : TESOL Metho…

2.5 Lecture: Strategies-Based

Instruction, Metacognition, and Critical
Thinking in Second Language
Teaching


“Untitled ([Link] ” by Gerd Altmann

([Link] via Pixabay ([Link] is licensed under under a Pixabay License

([Link] . It is free to use and share.

You can download the full presentation in PPT

([Link]
([Link]
Minimize File Preview

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30/09/2024, 10:59 2.5 Lecture: Strategies-Based Instruction, Metacognition, and Critical Thinking in Second Language Teaching : TESOL Metho…

Page 1 of 37 ZOOM

or PDF ([Link]
([Link]

Read more about learner styles-and strategies-based instruction below.

Introduction
In order for students learn new skills and to retain, or keep, knowledge for a long time, instructors
use learning strategies in the classroom. When students engage with the course content and use
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30/09/2024, 10:59 2.5 Lecture: Strategies-Based Instruction, Metacognition, and Critical Thinking in Second Language Teaching : TESOL Metho…

strategies to help them remember it, students can communicate better in their new language and
also become better language learners overall (Dale, 1946).

An Overview of Language Learning Strategies

Language learning strategies (LLS) are specific actions and steps that learners use to help them
remember information. They are important in the learning process and should be explicitly taught
by language teachers.

Learner strategies:

allow learner to be self-directed

expand the role of teachers
are problem-oriented
involve many aspects, not just the cognitive
can be taught
are flexible
are influenced by many factors

(Oxford, 1990)

Types of Learning Strategies

There are three main types of learning strategies: metacognitive strategies (learners are


thinking about the process of learning), cognitive strategies (learners create strategies for
specific tasks or assignments) and socio-affective strategies (learners work together to get
knowledge). Here are specific classroom techniques to make learners aware of their learning:

Students can use Metacognitive Strategies like these:

Identify words they don't know, or recognize where and when they don't understand.
Tell a peer how they solved a comprehension problem
Practice self talk by repeating a positive statement about their learning goals at the beginning
of each class.
Students record what they learned at the end of each week in a learning log to track progress.
Students use a checklist to ensure that they meet all requirements for an assignment.
Teacher assigns note takers for each class. The note taker can use the same graphic
organizer for each class. Keep a log of class notes that students can go back and look at.
Teacher assigns a course “wrapper” who summarizes the material at the end of each class.

Student can use Cognitive Strategies like these:

Categorize new vocabulary words into a graphic organizer to help remember them.
Imagery: Drawing a picture to symbolize the new vocabulary word in a learning log.
Repetition: Repeating a concept over and over again to help students remember.
Music: Building a song, music video, etc. to help students remember.

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30/09/2024, 10:59 2.5 Lecture: Strategies-Based Instruction, Metacognition, and Critical Thinking in Second Language Teaching : TESOL Metho…

Students write synonyms (words with the same meaning) for unknown words.
Read a paragraph several times for different purposes (main idea, details, to ask questions,
etc.)
Use formulas and patterns to solve difficult grammar and spelling patterns.
Use rhymes or special phrases to help remember new vocabulary.
Use different colored pens to mark their work for different criteria.

Students can use Socio-Affective Strategies like these:

Practice a 'Round Robin' activity where they form groups, then trade papers with other groups
in the class after each question to share multiple answers.
Ask students to be peer models and model the correct way to perform the language.
Assign certain students to teach class material to their classmates.
In the classroom, display questions that students can ask their peers or themselves if they
need help.
Appoint student roles in the class such as leader, note-taker, time keeper, etc.

Conclusion
Learning strategies and strategies-based instruction are designed to train students how to
continue their language learning beyond the classroom. Teachers are encouraged to develop
different activities that explicitly teach strategies and also take into consideration the various styles


of learners. The goal is for students to become independent learners.

Before any activity, instructors should ask themselves two questions:

1. What learning styles would be most beneficial in completing a task?

2. What learning strategies will my students need to complete this task successfully?

References (Copyrighted)
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not Public Domain or
Creative Commons-licensed, and therefore not for public use. Please do not save a copy for your personal use, and do not use it

after the course ends.

Lessard-Clouston, M. (1997). Language Learning Strategies: An Overview for L2 Teachers,

Retrieved from TESL Journal, Vol. IX, No.4 [Link]
([Link]

O'Malley, J.M. & Chamot, A.U. (1990), Learning Strategies in Second Language Acquisition, CUP.

Oxford, R. (1990a). Language Learning Strategies: What Every Teacher Should Know. New York:
Newbury House.

[Link] 4/8
30/09/2024, 10:59 2.5 Lecture: Strategies-Based Instruction, Metacognition, and Critical Thinking in Second Language Teaching : TESOL Metho…

Read more about metacognition below.

“Untitled ([Link] ” by Gordon Johnson

([Link] via a Pixabay License ([Link] . It is free to use and share.

Introduction
Metacognition is defined as thinking about thinking. According to Anderson (2002), metacognitive
learners are aware of their own thinking process and know which learning strategies to use at
different stages of their leaning process. They are able to learn more effectively because they
can self-direct their own learning. English language teachers can help students become aware of
their own learning processes, which will in turn help learners become better learners. This


highlights the importance of teaching students metacognitive skills, as it gives them tools for
learning and success.

Metacognition Model
Metacognition follows the sequence of thinking and reflective processes. They are:

Preparing and planning for learning: It is important for students to be thinking ahead about
their learning process with certain learning goals in mind. Teachers can provide students with
specific and achievable learning goals. Then learners can assess their own progress against
the established learning goals and objectives. Successful students are able to select learning
strategies and use metacognitive skills based on their learning situations.
Selecting and Using Learning Strategies: When learners can identify and use learning
strategies to fit a their learning - they are metacognitively aware. Teachers should introduce
learners to a variety of strategies and techniques to choose from to do complex tasks.
Students need to be trained on how to best use these strategies, and they need to be aware
than no strategy will fit all their learning needs.
Monitoring Strategy Use: Being able to monitor which learning strategy is used is another
characteristic of metacognitive learners. They need to do periodic self-checks to see whether
the strategy they selected is still the best one for the learning task. Instructors can help
students learn to monitor their strategy use by occasionally pausing and reflecting on their
learning process.

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30/09/2024, 10:59 2.5 Lecture: Strategies-Based Instruction, Metacognition, and Critical Thinking in Second Language Teaching : TESOL Metho…

Combining Various Strategies: Metacognitive learners can combine various matacognitive

skills. Such learners are able to connect, sequence, and coordinate multiple strategies to
achieve the desired learning outcome. Teacher-facilitators can make sure that students are
aware of the multiple strategies that are available to them for specific activities.
Evaluating Strategy Use and Learning: Part of the metacognitive learning process involves
being able to assess whether the learning is happening effectively. Teachers can facilitate such
self-evaluation by asking prompting questions that will help learners connect the dots between
their intended learning goals and learning outcomes. Examples of such questions include
'What am I trying to accomplish?', What strategies am I using?', 'How well am I using them?'.
and 'What else could I do?'

Conclusion
English language teachers are important in teaching metacognitve skills. They help learners learn
and practice metacognitive strategies, self-reflect, self-assess, and become better learners
(Anderson, 2002).

References (OER)
Anderson, N. (2002). The Role of Metacognition in Second Language Teaching and
[Link] DIGEST EDO-FL-01-10


Read more about Critical Thinking and Higher Order Thinking (HOT) skills below.

The image contains a pyramid and it reads the following: Bloom's Taxonomy Remembering: Recalling information,
listing, describing, stating. Understanding: explaining ideas, summarizing, interpreting, classifying. Applying: Using the
information in another familiar situation. Analyzing: Breaking information into parts and exploring relationships
between parts. Evaluating: Justifying decisions, critiquing, judging. Creating: Designing, planning, producing,
inventing.

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30/09/2024, 10:59 2.5 Lecture: Strategies-Based Instruction, Metacognition, and Critical Thinking in Second Language Teaching : TESOL Metho…

Boom’s Taxonomy” by Tiera Day for University of Maryland Baltimore County is licensed under CC BY 4.0
([Link] .

Introduction
Critical thinking is defined as a process of actively conceptualizing, analyzing, synthesizing and
evaluating information and knowledge by using observations, reason, experience and
communication to create guiding principles for action. It engages students at higher levels of
Bloom's taxonomy's cognitive domains of learning. Cognitive approach to teaching and learning
encourages the relationship between learner thinking and language. Students need to use
multiple thinking skills, such as problem solving, reflective and critical thinking, analyzing,
synthesizing and critiquing to learn language effectively. Language teachers can encourage
students to develop critical thinking skills by engaging them in a variety of activities that
promote such skill development (Üstünloğlü, 2004).

BICS and CALP

Using higher order thinking and critical thinking skills requires a certain type of academic language
proficiency which students can only develop through focused learning. Such academic language
differs greatly from the language we use for for social and every day communication. Cummins
(1994) first defined these types of language and language acquisition as Basic Interpersonal
Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).


BICS: Basic interpersonal interactions are normally context imbedded, which means they are
happening in a specific setting. Interactions requiring BICS almost always occur in informal social
settings. They tend to not be cognitively demanding. A student can become proficient in BICS in 6
months to 2 years after moving to the English speaking country.

Here are some examples of BICS learner-centered activities:

Making an appointment with a doctor

Communicating with a taxi driver
Asking for directions
Making restaurant reservations

Notice that all of these activities are happening in a particular context (i.e., they are context
embedded). If necessary, the teacher can provide pictures and illustrations to help learners with
vocabulary and with practicing talking about these topics.

CALP: CALP implies academic learning. The range of academic skills one needs to develop to be
cognitively proficient in academic English includes reading, writing, speaking, and listening. These
types of skills usually take from five to seven years to develop, as one requires time to become
proficient using English in specialty academic areas.

Academic language acquisition includes more than just understanding and being able to produce
content and appropriate vocabulary. It includes skills such as comparing, classifying, synthesizing,
evaluating, and inferring. Academic language tasks are context reduced. Information is often

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acquired through reading or presented by a teacher. As student get older the context for academic
tasks becomes more and more reduced.

Here are some examples of CALP learner-centered activities:

Writing a book review

Conducting a debate
Taking notes of an academic lecture
Reporting on a political event

Notice that all of these activities are centered around more abstract concepts and events. They
are removed from the immediate context (i.e., the lecture may be on Ancient Greece, and it may
describe events that happened long ago). Students need to have a relatively high language
proficiency to be able to engage in such activities.

Conclusion
It is very important that English language teachers distinguish between BICS and CALP and know
what it takes to acquire these different sets of skills (Cummins, 1994). It is also important to make
a connection between CALP and helping learners develop critical thinking skills. CALP allows
learners to engage in Higher Order Thinking (HOT) activities and further develop their academic
skills and abilities.


References (OER)
Üstünlüoglu, E. Language Teaching Through Critical Thinking and Self Awareness (Forum)
[Link]
([Link]

Reference: (Copyrighted)
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not Public Domain or

Creative Commons-licensed, and therefore not for public use. Please do not save a copy for your personal use, and do not use it
after the course ends.

Cummins, J. (1994). The Acquisition of English as a Second Language, in Spangenberg-

Urbschat, K. and Pritchard, R. (eds) Reading Instruction for ESL Students Delaware: International
Reading Association,

[Link] 8/8
30/09/2024, 10:59 2.5.1 Reading: Language Teaching Through Critical Thinking: TESOL Methodology

2.5.1 Reading: Language Teaching

Through Critical Thinking
Read this article published by American English ([Link] A study
guide is provided below.

Article 1. Teaching Language through Critical Thinking and Self-Awareness

([Link]


For a study guide of the Üstünlüoglu', article click here
([Link]
([Link]

The cognitive approach to teaching and learning encourages the relationship between learner
thinking and language. Students need to use multiple thinking skills, such as problem-solving,
reflective thinking, analyzing, and critical thinking to learn language effectively. Critical thinking is
defined as a process of actively conceptualizing, analyzing, synthesizing and evaluating
information and knowledge by using observations, reason, experience and communication to
create guiding principles for action. This article presents ideas that language teachers can use to
encourage students to raise self-awareness and develop critical thinking skills.

Reading Link:

Üstünlüoglu, E. (2004). Language Teaching Through Critical Thinking and Self [Link]
Teaching Forum, 42(3),2-8. [Link]
forum-2004-volume-42-number-3 ([Link]
teaching-forum-2004-volume-42-number-3)

[Link] 1/1
30/09/2024, 10:59 2.6 Culture Spotlight: Critical Thinking Skills in American Classroom: TESOL Methodology

2.6 Culture Spotlight: Critical Thinking

Skills in American Classroom

CULTURE SPOTLIGHT
“Cultural Spotlight icon” by Tiera Day for University of Maryland Baltimore County is licensed under CC BY 4.0 ([Link] for use in the AE E-Teacher

Program, sponsored by the U.S. Department of State.

Critical Thinking Skills in American Classrooms

Overview


There has been a continuous emphasis on teaching critical thinking (i.e., higher order thinking
skills - HOTs) in U.S. classrooms. Critical thinking standards and objectives are now part of state
and national curricula. U.S. teachers are specifically focusing on teaching critical thinking
strategies across disciplines. As part of this overall emphasis, English language (ESL/ESOL)
teachers play an important role in helping students develop critical thinking through exposure to
extensive English language practice.

Directions: Read this section about learner-centered practices that encourage critical thinking.
This section also contains examples of actual strategies English teachers can use to encourage
higher order thinking skills. There is an optional discussion board following this reading where you
can on HOT skills and strategies you use as part of your classroom.

Way to Encourage Critical Thinking Skills

The general shift to learner-centered American classrooms promotes acquisition of critical thinking
skills in the following ways:

Teachers act as facilitators and engage in problem solving with students, instead of offering
solutions that students can use.
Teachers emphasize the importance of 'how' over 'what'. In other words, they emphasize the
importance of knowing how to get the right answers or how to construct a response based on

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30/09/2024, 10:59 2.6 Culture Spotlight: Critical Thinking Skills in American Classroom: TESOL Methodology

own knowledge and experience over knowing the right answer.

Students are not expected to memorize facts, but they are encouraged to think about how they
can connect to big ideas and apply their existing knowledge to new situations.
Teachers emphasize that mistakes are a normal part of the learning process. We can learn
from our mistakes if we have the right attitude.
We distinguish between feedback and grades. Feedback provides constructive suggestions on
how the work can be improved; grades assign a specific value for the work done.
Class participation is expected and it is often a part of the course grade.
Final projects are often group centered to allow learners an opportunity to engage and display
their knowledge and apply their skills collectively.
Assignments often require research and problem solving.
Tasks and assignments that require HOTs often presume no right answer, but they encourage
students to justify their responses.

Examples of Teaching Strategies that Encourage Critical

Thinking Skills
Here are some specific examples of teaching strategies that encourage critical thinking skill
development:

Start lessons and activities with a question: Phrase the questions to elicit open ended
responses that encourage students to draw on their experiences, make inferences, and


connect to prior knowledge.
Brainstorm prior to teaching new material: Ask students to think about what they are about
to learn before they engage with an activity. Ask many questions; allow students to explore
and connect ideas.
Compare and contrast: Allow students an opportunity to examine the topic closely and
consider its components by comparing it with other topics. Students can compare and contrast
everything they learn about (i.e., today’s topic and yesterday’s topic, main character they are
reading about to another character, objects they interact with to other objects at school or at
home).
Classify and categorize: Students will practice understanding and applying rules while
engaging in classifying activities. You can ask them to sort objects, words, and definitions into
different categories based on common characteristics. Students think and reason whith
themselves while classifying.
Make connections: Students can be continuously making connections between what they
read and learn about and real life situations. They practice critical thinking by identifying
patterns between objects, concepts, and events.
Assign group work: Team work promotes discussion, debates, negotiations and healthy
arguments. Learners will practice these critical thinking skills while collaborating with each
other on common projects.
Use role playing: Role playing requires students to step into someone else's shoes and
consider different points of view. They may need to assume opinions and perspectives they

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30/09/2024, 10:59 2.6 Culture Spotlight: Critical Thinking Skills in American Classroom: TESOL Methodology

disagree with, and, therefore, they will be asked to consider those. This can help learners be
creative and analytical.

How might you include strategies like this in your classroom?

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30/09/2024, 11:00 Topic: 2.6.1 Optional Discussion: Communicative Language Teaching and Cultural Scenarios

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30/09/2024, 10:56 2.1 Introduction to Module 2: TESOL Methodology

Module 2 Intro Video

If you are having trouble viewing the video, or you would like to download it, please click here ([Link]
[Link]/MOOC/TESOL%20Methodology%20Self-Paced%20Fall%202020/Module%202.mp4) .

Module 2 Task List:

The module should take 4-5 hours to complete.

1. Complete the warm-up activity about Reflection on Learning Styles, Strategies, and


Metacognitive Learning ([Link]
up-reflection-on-learning-styles-strategies-and-metacognitive-learning?
module_item_id=114553566) (15 minutes)
2. Read Personalized Learning: Focusing on the Student
([Link]
focusing-on-the-student) (45 minutes)
3. Watch an optional video Individual Learner Differences
([Link]
learner-differences?module_item_id=114553571) (15 minutes)
4. Complete the Learner Profile activity
([Link]
(15 minutes)
5. Review an optional webinar on Student Centered Classroom Management
([Link]
centered-classroom-management) (60 minutes)
6. Take the Learner-Centered Classes quiz
([Link]
(15 min)
7. Read Strategies-Based Instruction. Metacognition, and Critical Thinking in Second
Language Teaching lecture ([Link]

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30/09/2024, 10:56 2.1 Introduction to Module 2: TESOL Methodology

lecture-strategies-based-instruction-metacognition-and-critical-thinking-in-second-language-
teaching?module_item_id=114553583) (45 minutes)
8. Read Language Teaching Through Critical Thinking
([Link]
through-critical-thinking)
9. Read Culture Spotlight: Critical Thinking Skills in American Classroom
([Link]
thinking-skills-in-american-classroom?module_item_id=114553589) (15 minutes)
10. Participate in the optional discussion on Communicative Language Teaching and
Culture Scenarios
([Link]
module_item_id=114553592) (30 minutes)
11. Reflect on the module in Cascading New Knowledge assignment
([Link]
(30 minutes)

The Module 2 Packet includes all materials you need for the module. You can download it here
([Link]
([Link] .
([Link]
([Link]

Module Requirements


Each page of the module should be viewed and read
All quizzes require 7 points to pass
Discussions need to be reviewed but posting is optional
Cascading New Knowledge Surveys should be completed at the end of each module
Completion of the previous module is always a prerequisite for the subsequent module

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