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Conceptualizing Critical Thinking Skills in Content-Based Language Teaching
QU Li-li
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DOI:10.17265/1539-8080/2022.03.001
University of Shanghai for Science and Technology, Shanghai, China
This paper argues that content-based language teaching (CBLT) facilitates the cultivation of L2 learners’ critical thinking (CT) ability as contextualized language use involves meaning-making choices and decisions for communicative purposes. Synthesizing the generalist and specifist views on critical thinking, the paper conceptualizes a model of critical thinking skills by integrating language- and content-related components.
critical thinking skills, content-based language teaching, generalist, speficist
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