1. 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

2. 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

3. 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

4. 1.1 Issues-based, adversarial critical thinking (including debate) Focused on the word "critical" in the sense of finding weaknesses in arguments,

5. 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).

6. 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.

7. 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.

8. 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.

9. 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

10. 1.3 Critical thinking = formal logic As an L2 inroad to thinking skills, formal logic has two weaknesses:

11. 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).

12. 1.4 Critical thinking = careful reading/listening + articulate speaking/writing

13. 1.4 Critical thinking = careful reading/listening + articulate speaking/writing This view of critical thinking focuses on foundation literacy skills.

14. 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.

15. Critical thinking as an EFL content area

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

17. 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.

18. 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.

19. 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.

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

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

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

23. hunter’s tools GENRESREGISTERSMOVES

24. Genres allow us to talk about the type of information conveyed in any given utterance. This is the starting point for the L2 learner. hunter’s tools GENRESREGISTERSMOVES

25. 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 hunter’s tools GENRESREGISTERSMOVES Read this on Hunter's website.

26. Mohan's (1986) knowledge structures ClassificationPrincipleEvaluation DescriptionProcessChoice

27. KUT’s genres... reflect information types (Mohan's (1986) knowledge structures) rather than speech act types such as SFL's text types. ClassificationPrincipleEvaluation DescriptionProcessChoice hunter’s tools GENRESREGISTERSMOVES

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

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

30. KUT’s genres Critical Thinking Asahi Press 2001 2nd year textbook 6 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: hunter’s tools GENRESREGISTERSMOVES INPUT USAGE PRACTICE AUTHENTIC TASK EXPRESSION

31. KUT’s genres Critical Thinking Asahi Press 2001 2nd year textbook 6 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’s tools GENRESREGISTERSMOVES

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

33. Hands-on: let's build a unit: cause and effect INPUT USAGE PRACTICE AUTHENTIC TASK EXPRESSION Hunter's genres: Description Classification Comparison Sequence Cause-effect Inference Pro-con

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

35. 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

36. 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

37. 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.

38. Input Usage practice Authentic task Expression Sequence structure signals

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

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

41. Input Usage practice Authentic task Expression Sentences from graphics

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

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

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

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

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

47. Hands-on: let's build a unit: cause and effect INPUT USAGE PRACTICE AUTHENTIC TASK EXPRESSION Hunter's genres: Description Classification Comparison Sequence Cause-effect Inference Pro-con

48. 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

49. 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