Fostering Critical Thinking Dispositions in Multicultural Language Classrooms: Challenges and Strategies
Year: 2024
Type: article
Abstract: This narrative review attempts to explore critical thinking dispositions that are essential for effective foreign language learning within multicultural educational environments. It examines key dispositions and highlights pedagogical strategies that support development. Findings of this review reveal that though traditional teaching methods have focused on rote memorization and have aided in language acquisition, they often fall short in nurturing higher-order critical thinking skills. This review highlights the influence that cultural context has on a student’s comfort and participation in critical thinking activities. Institutional barriers also exist including exam-focused curricula and limited training for instructors. Addressing these issues will require increased professional development programs equipping educators with tools needed for culturally adaptive pedagogy and providing flexibility to integrate critical thinking frameworks in curriculum. Adopting culturally responsive, and disposition-focused approaches that offer pathways for educators will create an inclusive learning environment that can engage both language proficiency and complex cultural landscapes.
Author: Byma, Jeremy R.W.
Institution: Musashi University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6930894108
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