In EFL (English as a Foreign Language) countries, conventional English language teaching (ELT) focused on language knowledge, skills and communicative competence. However, it has been recognized by many language educators and applied linguists that language has a close relationship with thinking and cognition. As the development of critical thinking is an essential goal of tertiary education, developing critical thinking simultaneously in ELT is of vital importance, especially for students who major in English studies. In the past 16 years, a series of educational reform have been carried out to reshape the curriculum for English majors in China (Hu & Sun, 2006; Jin, 2010; Sun, 2011; Zhang et al, 2013) and to explore ways for "Language and Critical Thinking Integrated Teaching" (LaCTIT) (Sun, 2019; Zhang, 2021; Zhang and Yuan, 2022). The development of a series of textbooks for teaching reading, writing, listening and speaking, aiming at integrating the teaching of English and critical thinking, was one of the projects that lasted for 6 years. The textbooks have helped in conceptualizing and spreading the LaCTIT approach. In this presentation I will first introduce the background information for the development of the Speaking Course, including Intercultural Conversations, Interpersonal Discussions, Public Speaking, and Topical Debates. I will then illustrate how to integrate the development of critical thinking skills in the teaching of L2 English speaking through the illustration of activity design. I will then argue that although teachers tend to promote thinking in the teaching of language because of the close link between language and thought, a conscious effort to integrate language teaching and the development of critical thinking is more effective in achieving the objectives.

References

Hu, W. and Sun, Y. 2006. On strengthening humanistic education in the English language curriculum. Foreign Language Teaching and Research, 38/5: 243-247.

Jin, L. 2010. Transforming the English curriculum for humanistic education - A report on the reform at Department of English, BFSU. Foreign Language Teaching and Research, 42/3: 176-183.

Sun, Y. 2011. Toward a Critical Thinking-oriented Curriculum for English Majors. Foreign Languages in China, 8/3: 49-58.

Sun, Y. 2019. Principles of language and critical thinking integrated teaching. Foreign Language Teaching and Research, 51/6: 825-837. 

Zhang, H. 2021. Lesson Study as a Catalyst for University Language Teacher Development. TESOL Quarterly, DOI: 10.1002/tesq.3019.

Zhang, H. and Yuan, R. 2022. Rethinking the Infusion Approach to Teaching Critical Thinking in Reading in Chinese Tertiary English Classes. RELC Journal, DOI: 10.1177/00336882221087466

Zhang, L., Wu, Y., Jin, L., Sun, Y. and Zhou, Y. 2013. Dialectical Praxis of English-Major Curriculum Transformation and Teacher Development: A BFSU Case Report. Foreign Languages and Their Teaching, 3, 33-36.