Pensamiento crítico: implementación y retos en el aula de lenguas extranjeras

Abstract

ABSTRACT

The study of critical thinking is very relevant in the theoretical and pedagogical area of study, and can potentially be applied to any area. In the review of the literature in this regard, it can be seen that there are innumerable definitions and various points of view on what this construct entails. This article aims to carry out an analysis of the main contributions and findings made in the area of the teaching-learning process of English as a foreign language or second language. To do this, we have first made an outline of critical thinking in general and then emphasized its particularities in a foreign language or second language. Through the content analysis of several publications, it was possible to obtain a series of regularities from the studies carried out by different authors in different geographical contexts that were grouped into two groups: dimensions of critical thinking assumed and methods/strategies used for the development of critical thinking in the foreign language or second language classroom.

Keywords: critical thinking, teaching learning process, foreign language, second language