Critical Thinking

Gregory Hadley is a Professor of Cultural Studies and Applied Linguistics at Niigata University, Japan. He received his PhD in Applied Linguistics from the University of Birmingham, UK, where his primary focus was in the Sociology of English Language Teaching. A Visiting Fellow at the University of Oxford, UK, he is the author of English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory (2015) and Grounded Theory for Applied Linguistics: A Practical Guide (2017). Andrew Boon is a Professor in the Global Communications Department of Toyo Gakuen University, Japan. He holds a PhD in Applied Linguistics from Aston University, UK, and has published numerous articles on methodology, motivation, and teacher development. He is also author and co-author of several writing, listening and speaking, and news media ELT textbooks and scores of graded readers for English language learners.

• List of Figures List of Tables Preface Acknowledgements Part I From Research to Implications Introduction - What is Critical Thinking? A. Common Questions about Critical Thinking in English Language Teaching A.1 I’m a language teacher. Why should I be concerned about teaching critical thinking? A.2 Isn’t critical thinking something best taught in the students’ first language? A.3 My students are so unmotivated: How could ever I get them to study critical thinking? A.4 Isn’t critical thinking something that students pick up on their own as part of getting a good education? A.5 Aren’t we just forcing our students to adopt Western styles of thinking? A.6 Do you really need a book on critical thinking in ELT? B. Focusing on Critical ThinkingB.1 Argumentation B.2 Logical fallacies B.3 Externalizing critical thinking through problem-solving C. Teaching Critical Thinking Skills to second language learners D. Implications Part II From Implications to ApplicationIntroduction Section 1: The Critical Thinking Cycle A. Developing DispositionsActivity 1: Prove it! Activity 2: Supporting opinions: The ‘why’ game Activity 3: Challenging beliefs Activity 4: Create a profile: Understanding biases Activity 5: Bias in news headlines B. ReceivingActivity 6: Paying attention Activity 7: Show me you’re listening: Body language Activity 8: Show me you’re listening II: Backchanneling Activity 9: Picture what I’m saying Activity 10: Listen. Don’t interrupt! C. ReasoningActivity 11: Categorize it! Activity 12: Rank it! Activity 13: Persuade me! Activity 14: Spot the problem! Activity 15: Sloppy sophistry D. RespondingActivity 16: Reflecting Activity 17: Summarize this Activity 18: Critical conversations Activity 19: Correct me! Activity 20: The critical thinking cycle: A review Section 2: Logical Fallacies A. Logical Fallacies: An Introduction Activity 21: Introduction to logical fallacies B. Logical Fallacies: Faulty Conclusions Non SequiturActivity 22: Does it follow? Activity 23: Spot the non sequitur Activity 24: Non sequiturs in politics Probability FallacyActivity 25: How probable? Activity 26: Drawing the conclusion Activity 27: Fearmongering with probability Begging the questionActivity 28: Which is the better reason? Activity 29: Don’t beg the question! Activity 30: To beg or raise the question Post Hoc FallacyActivity 31: Does A cause B? Activity 32: Fallacious connections Activity 33: Correlation not causation Hasty generalizationActivity 34: All students in this class… Activity 35: Don’t be hasty! Activity 36: Everyday generalizations Single Cause FallacyActivity 37: Many causes Activity 38: A popular restaurant Activity 39: How many causes? False EquivalenceActivity 40: Comparing apples to oranges Activity 41: They’re not the same Activity 42: Wronger than wrong Sunk Cost FallacyActivity 43: What should they do? Activity 44: Is it a good decision? Activity 45: What would you do? C. Logical fallacies: Questionable reasons Ad HominemActivity 46: Don’t attack me! Activity 47: Attack the argument! Activity 48: Guilt by association Red HerringActivity 49: Avoiding the question Activity 50: Don’t distract me! Activity 51: Red herrings in politics Circular Reasoning Activity 52: Don’t go round in circles Activity 53: You gotta do what you gotta do! Activity 54: Is circular reasoning begging the question? Straw Man Activity 55: Don’t exaggerate! Activity 56: Family arguments Activity 57: Countering a straw man argument Either/OrActivity 58: The third option Activity 59: Either A or B but what about C? Activity 60: It’s not so black and white! Stacking the DeckActivity 61: Half the picture Activity 62: The full picture Activity 63: Fair play or stacking the deck? EquivocationActivity 64: Homonyms Activity 65: Changing the meaning Activity 66: Equivocation in politics Appeal to EmotionActivity 67: How does it make you feel? Activity 68: Be afraid, be very afraid Activity 69: So many emotions D. Logical Fallacies: Mistaken Assumptions Gambler’s FallacyActivity 70: Heads or tails? Activity 71: Monte Carlo Activity 72: What would you do (Part 2)? Logical ParadoxActivity 73: Is it a contradiction? Activity 74: The Abilene Paradox Activity 75: What’s the paradox? Unwarranted AssumptionsActivity 76: Is it warranted? Activity 77: This morning’s assumptions Activity 78: What have the Romans ever done for us? Genetic FallacyActivity 79: Which is the better reason? (Part 2) Activity 80: Who said it? Activity 81: Origins Common Belief FallacyActivity 82: True or false Activity 83: Accept or reject Activity 84: The things we believed Slippery Slope FallacyActivity 85: Negative chains Activity 86: Can I have a chocolate? Activity 87: Countering slippery slope arguments Ignorance FallacyActivity 88: Evidence of no evidence? Activity 89: No evidence is no evidence! Activity 90: No evidence is evidence! Naturalistic FallacyActivity 91: Is it good for us? Activity 92: What is to what ought to be! Activity 93: That’s just the way it is! Part III From Application to Implementation Introduction A. Creating a Critical Thinking Course A.1 Making your own CT course A.2 Negotiating a CT course B. Using the Activities to Supplement a Course C. Implementing Critical Thinking Activities into your Classroom C.1 Using the CT cycle activities as an introduction C.2 Using activity 21 as a needs analysis C.3 Using the logical fallacy activities C.4 Returning to the CT cycle C.5 Reflecting on learning C.6 Keeping a CT diary D. Going Beyond the Activities in the Book D.1 Researching CT D.2 Finding more fallacies D.3 Creating your own CT activities E. A Final Note Part IV From Implementation to Research Introduction A. Integrating Methodologies A.1 Action research A.2 Mixed methods research A.3 Putting it together B. The ‘PEAR’ Approach B.1 Progressive Exploratory Action Research B.2 Progressive Explanatory Action Research C. Final Caveats and Suggestions D. Making a Contribution E. Concluding Thoughts References Index

"The book is useful for teachers of English for General Purposes at all levels. The authors provide different activities for different levels of language proficiency. It is possible for teachers of English for Specific Purpose to devise subject-specific activities from the generic activities authors provide. Teachers of writing and other focused skills can also adapt some of the exercises for their purposes. Others in teacher development, curriculum, and programme planning will benefit from the theoretical orientations, review of pedagogical research, and the suggestions for programme development in the book. This a thoughtful, well-designed, and very helpful pedagogical resource."Suresh Canagarajah, Pennsylvania State University, USA, Applied Linguistics, 2023"One strength of this book is its innovative pedagogical approach. It weaves together complex concepts, easily digestible strategies, practical activities and seminal theory, helping readers personalize the content, reflect upon CT pedagogy, and consider its application in their classrooms.""Given the proliferation of fallacious and uncritical arguments in today’s multimedia landscape, CT skills are becoming increasingly important. Critical Thinking presents a comprehensive, step-by-step framework that teachers can use to help English language learners develop the CT skills necessary to navigate our complex world."Dr. Kohnke, The Education University of Hong Kong, Hong Kong, TESOL Quarterly, 2023"The concisely named Critical Thinking title is the latest addition to the Routledge Research and Resources in Language Teaching series. It is aimed at language teachers and curriculum developers; its key strength is the presentation of extensive practical material in the form of activities designed for immediate classroom use.""Critical Thinking is likely to be welcomed by English language teachers who want an accessible resource of practical activities which are clearly explained and categorised."Edward de Chazal, EAP Tutor and Teacher, Modern English Teacher, 2023