Managing the teaching of critical thinking skills in English home language to second language speakers in the further education and training phase / P. Pillay
The purpose of this study is to investigate and analyse the effectiveness and necessity of managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase, by focusing on critical thinking skills; classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; the National Curriculum Statement Grades 10-12; the National Curriculum Statement Grades 10-12 English Home Language; critical thinking skills as indicated in the language curriculum; and factors that influence the teaching and learning of critical thinking skills. The literature study reveals that the managing of teaching critical thinking skills is paramount to the effectiveness of the teaching of English Home Language to second language speakers in the Further Education and Training (FET) phase. However, due to several factors, namely: curriculum change; the acceptance and implementation of the new curriculum; professionally qualified and trained educators; background of learners; English Home Language being the language of learning and teaching of many second language speakers, the deliberate managing of teaching critical thinking skills has been overlooked and is totally non-existent. The lack of managing the teaching of critical thinking skills in the English classroom ultimately generates learners who lack the ability to present and understand arguments, think logically and rationally and who fail to apply the skills and knowledge they have acquired in becoming well-adjusted citizens in a competitive society. Research evidence has shown that cognition and language development are closely related. It is through language that children come to know the world. Higher-order thinking skills promote higher-order learning skills which in turn enable learners to reach higher levels of language proficiency. A major finding emanating from the research is that educators should become familiar with and embrace the National Curriculum Statement grades 10-12 English Home Language. The learning environment should also be designed to support and challenge the learner’s thinking. English language educators should integrate the promotion of thinking skills into the language curricula. The critical goal is to support the learner in becoming an effective critical thinker. Educators should be professionally trained and qualified to teach English Home Language, especially to second language speakers. Educators must also have good classroom and professional management skills. Educators must exude, disseminate and nurture critical thinking skills in their learners. Educators must be more thorough in the planning and execution of lessons and deliberately incorporate critical thinking skills into lessons. This study recommends on the basis of the literature review, guidelines to assist educators in managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase.
- ETD@Vaal Triangle Campus