Arab World English Journal (AWEJ) Volume 10. Number 2. June 2019                                                Pp.409-419
DOI: https://dx.doi.org/10.24093/awej/vol10no2.31

Abstract PDF

Full Paper PDF 

 Promoting Critical Thinking as a Social Practice: Shaping Students’ Voice, Agency and
Inter-Subjectivity in a Cohesive Framework

 

Khalid Almashikhi
Department of Education, College of Arts and Applied Sciences
Dhofar University, Salalah, Sultanate of Oman

Vijay Singh Thakur
Department of Languages and Translation, College of Arts and Applied Sciences
Dhofar University, Salalah, Sultanate of Oman

 

 

 

Abstract:
Strict outcome-bound approaches and text-books-based instructional practices, prevalent in the pedagogy of most of the colleges and universities in English as an International Language (EIL) contexts, involve language activities, tasks, and tests that predominantly require one right answer or response. Pedagogical practices and related quality assurance mechanisms regulated by such approaches limit students’ ability to be original and skeptical in reflecting upon various issues of importance and concern based on their own thinking and experiences. Such a focus, in Sivasubramaniam’s (2015) and Nunn and Sivasubramaniam’s (2011) view, has entirely centered on bureaucratic efficiency aimed at having a uniform curriculum for the majority of the students and a scheme of research and evaluation based on recalls, think-alouds, cloze tests and multiple-choice questions in standardized texts. In line with the socially-aligned view of competence much needed spontaneity, flexibility, and diversity accrues only through a process-centered pedagogy of voice, agency and response. In the backdrop of this as a premise, this paper aims to demonstrate how Critical Thinking (CT) can be promoted in EIL classrooms as a discursive practice that could shape students’ voice, agency and inter-subjectivity in a cohesive framework. The paper shares both theoretical and practical ideas about CT and its importance in facilitating a meaningful education and aims to demonstrate some innovative tasks and activities that could be exploited to shape student’s voice and agency and develop their higher order CT skills. The paper culminates in evolving a practically viable prototype pedagogical framework for promoting CT as a social practice in EIL classrooms that is capable of making Wilga River’s (1983) notions of ‘skill-getting’ and ‘skill-using’ a reality. Such a model will be useful for EIL practitioners in designing similar lessons with innovative tasks and activities and make the EIL class atmosphere stimulating and pedagogically more fruitful.
Key Words: agency, voice, critical thinking, discursive practice, inter-subjectivity, pseudo-bilingual situation, skill-getting and skill-using

Cite as: Almashikhi, K., & Thakur, V. S. (2019). Promoting Critical Thinking as a Social Practice: Shaping Students’ Voice, Agency and Inter-Subjectivity in a Cohesive Framework. Arab World English Journal10 (2) 409-419.
DOI: https://dx.doi.org/10.24093/awej/vol10no2.31

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/vol10no2.31
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Dr. Khalid Almashikhi is the Dean of the College of Arts and Applied Sciences at Dhofar
University, Salalah, Oman. Khalid received his M.A and Ed. D in Educational Leadership from
the University of Nebraska at Omaha, USA. Dr. Almashikhi’s teaching and research interests
include Leadership, Education, and Teaching and Learning. https://orcid.org/0000-0002-2440-
8487