Exploring the Manifestation of Critical Thinking in the Moroccan Textbooks of English: The Case of "Ticket 2 English" Menjelajahi Manifestasi Berpikir Kritis dalam Buku Ajar Bahasa Inggris Maroko: Kasus "Ticket 2 Bahasa Inggris"
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Published:
Apr 11, 2019
Keywords:
Critical thinking, English language classroom, Ticket 2 English
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(1) * Mohsine Jebbour
The Faculty of Arts and Human Sciences Fez Dhar El Mahraz, Sidi Mohamed Ben Abdellah University
Morocco
(*) Corresponding Author
Abstract
The purpose of this study was to explore whether Ticket 2 English, a Moroccan textbook of English, includes elements of critical thinking, which refers to the skill and disposition to select, collect, analyze, and evaluate information effectively. Descriptive analysis was employed to document instructions and activities that support the inclusion of critical thinking (CT) elements in the textbook. Results suggest that Ticket 2 English includes most of the skills found in Bloom’s taxonomy, important critical thinking dispositions, and some activities for teaching critical thinking. Yet, textbook designers need to supplement textbooks of English with additional activities, and high school teachers of English need to implement new teaching materials and practices to help enhance students’ level of critical thinking.
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How to Cite
Jebbour, M. (2019). Exploring the Manifestation of Critical Thinking in the Moroccan Textbooks of English: The Case of "Ticket 2 English". JEES (Journal of English Educators Society), 4(1), 39-45. https://doi.org/10.21070/jees.v4i1.1783
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Copyright (c) 2019 Mohsine Jebbour
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Ricketts, J. C., & Rudd, R. (2004). The relationship between critical thinking dispositions and critical thinking skills of selected youth leaders in the national FFA organization. Journal of Southern Agricultural Education Research, 54 (1), 21-33.
Shomoossi, N. (2004). The effect of teacher’s questioning behaviour on EFL classroom interaction: A classroom research study. The Reading Matrix, 4(2), 96-104.
Sternberg, R. J., & Baron, J. B. (1985). A statewide approach to measuring critical thinking skills. Association for Supervision and Curriculum Development. Retrieved from http://www.ascd.org
Thampson, G. (2011). Critical thinking across the curriculum: Process over output. International Journal of Humanities and Social Science, 1(9), 1-7.
Wegerif, R. (2002). Literature review in thinking skills, technology and learning. Rapport2: Bristol: Futurelab. Retrieved from https://www.nfer.ac.uk
Caroll, R. T. (2004). Becoming a critical thinker: A guide for the new millennium (second edition). Boston: Pearson Custom Publishing.
English language guidelines for secondary schools: Common core, first year, and second year Baccalaureate. (2007). Retrieved from http://mohammedhassim.wixsite.com/edu-resources/pedagogical-docs
Elboubekri, A. (2013). Multilingual education in Morocco and the question of cultural identity: Toward implementing a critical thinking approach in high school English textbooks. Academic Journals, 8(20), 1930-1936. doi: 10.5897/ERR2013.1576.
Ennis, R. H. (1997). Incorporating critical thinking in the curriculum: An introduction to some basic issues. Critical Thinking Across the Disciplines, 16 (3), 1-9.
Elmouhtarim, S. (2012). Critical thinking in Moroccan textbooks of English: The reading skill in 2nd year baccalaureate textbooks as a case study. In the Proceedings of MATE’s 32nd National Conference: Critical Thinking Skill in English language Education.
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. CA: The California Academic Press. Retrieved from https://assessment.trinity.duke.edu
Farrell, T. S. C. & Jacobs, G. M. (2010). Essentials for successful English language teaching. London: Continuum Press.
Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker”. In M. D. Svinicki (Ed.), Teaching and learning on the edge of the millennium: Building on what we have learned (pp. 69-74). San Francisco: Jossey-Bass.
Halverson, A. (2009). Incorporating critical thinking skills development into ESL/EFL courses. The Internet TESL Journal, 14(3), 1-6. Retrieved from http://iteslj.org
Kennedy, M., Fisher, M. B., & Ennis, R. H. (1991). Critical thinking: Literature review and research needed. In L. Idol & B. F. Jones (Eds.). Educational values and cognitive instruction: Implications for reform (pp.11-35). New Jersey: Routledge.
Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports. Retrieved from https://images.pearsonassessments.com
Nelson, C. E. (1994). Critical thinking and collaborative learning. In K. Bosworth and S. Hamilton (Eds.), Collaborative learning and college teaching (pp. 45-58). San Francisco: Jossey-Bass.
Nunan, D. (1989). Understanding language classrooms: A guide for teacher-initiated action. Englewood Cliffs, N.J: Prentice Hall.
Oxford, R.L. (2001). Language learning strategies. In D. Nunan & R. Carter (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp.166-172). Cambridge: Cambridge University Press.
Ricketts, J. C., & Rudd, R. (2004). The relationship between critical thinking dispositions and critical thinking skills of selected youth leaders in the national FFA organization. Journal of Southern Agricultural Education Research, 54 (1), 21-33.
Shomoossi, N. (2004). The effect of teacher’s questioning behaviour on EFL classroom interaction: A classroom research study. The Reading Matrix, 4(2), 96-104.
Sternberg, R. J., & Baron, J. B. (1985). A statewide approach to measuring critical thinking skills. Association for Supervision and Curriculum Development. Retrieved from http://www.ascd.org
Thampson, G. (2011). Critical thinking across the curriculum: Process over output. International Journal of Humanities and Social Science, 1(9), 1-7.
Wegerif, R. (2002). Literature review in thinking skills, technology and learning. Rapport2: Bristol: Futurelab. Retrieved from https://www.nfer.ac.uk