This chapter suggests a pedagogical approach that promotes students' critical thinking (CT) in English as a Foreign Language (EFL) courses. The Japanese Central Council for Education has stressed its importance, which was reflected in the revised 2021/2022 Japanese National Curriculum. However, although the curriculum describes approaches for fostering CT, concrete approaches are not sufficiently presented. The pedagogical approaches of the IB may contain some suggestions for developing CT in Japanese EFL contexts. First, this chapter introduces the transitions created by Japanese educational reform and their relationship with fostering CT. Second, CT approaches in the EFL context and the IB's theoretical background relating to CT are extracted and examined. Finally, a possible integrated CT approach is suggested based on the IB's framework and alignment with the revised curriculum. The analysis indicates that an integrated CT approach to EFL learning should be balanced between levels of CT attributes and Japanese EFL learners' English proficiency levels.
TopIntroduction
The distance between countries and their people has significantly decreased in recent years due to rapid globalisation. This situation has increased the urgency of global-scale issues such as environmental degradation and poverty, which are challenging and raise pressing, essential questions about how human happiness can be understood and how the world can be a better place. Within educational contexts, young adults are encouraged to become global citizens and are expected to actively engage in creating a better world; for instance, they can do this by promoting sustainable development, collaborating with others, and challenging themselves by discussing issues with people who have different values and beliefs (see Bencze & Carter, 2011; Goren & Yemini, 2017).
In terms of the significance of learning English as a second or foreign language in a globalised society, there is no doubt that English is used as a communication tool in many parts of the world. In today’s society, it is necessary to confront the variety of issues using a common language, English, and collaborate with others regardless of their countries of origin, religions, values, or beliefs. To realise this, more creative, progressive approaches to education are required to improve students’ English proficiency levels and enhance their thinking skills, with a particular emphasis on critical thinking (CT).
Various studies have suggested that there is a correlation between language learning and thinking skills; namely, if learners acquire language skills, they can also develop their thinking skills and vice versa (see Floyd, 2011; Manalo et al., 2013). Focusing on pedagogical approaches, previous studies have attempted to establish an effective strategy that can enhance both language proficiency and CT (see Alnofaie, 2013; Harizaj & Hajrulla, 2017). In the Japanese context, Stapleton (2001), Takeda (2016), and Mineshima and Imai (2018) adopted CT approaches in English as a foreign language (EFL) courses and suggested that such approaches can foster both English proficiency and CT. However, although such studies have revealed the effects of a CT approach in the EFL context, an integrated approach, namely what kind of unit plan and lesson procedures would be ideal and what type of assessment and rubric could be adopted, has yet to be sufficiently discussed and proposed.
This chapter suggests a possible integrated CT approach to EFL lessons by adopting the International Baccalaureate (IB) Diploma Programme’s CT framework for a Japanese EFL context. The IB Diploma Programme is an international educational programme for upper-secondary school students, designed to foster their CT across national and regional boundaries (Aktas & Guven, 2015; International Baccalaureate Organization, 2017). In a previous study, Smith (2001) argued that CT should be fostered in advance of the higher-education level and claimed that it would be preferable to implement CT curriculum at least at the upper-secondary school level. Since the IB’s CT framework seems highly suggestive of positive outcomes in this regard, this chapter proceeds as follows:
- 1.
Japanese educational reform and its relationship with fostering CT are discussed;
- 2.
CT approaches in the EFL context and the IB’s theoretical background relating to CT are identified and examined;
- 3.
An integrated CT approach to EFL is suggested.
In doing so, the following research questions are explored:
- 1.
Considering today’s globalised reality, to what extent have Japanese educational reforms affected the enhancement of CT skills?
- 2.
What theoretical approaches to CT exist, and which of these approaches have been adopted in the IB Diploma Programme?
- 3.
How can an integrated CT approach be defined that both adopts the IB’s CT approaches and aligns with the Japanese EFL context?