ALT8096 : Thinking Skills in ELT (Inactive)

Semester 2 Credit Value: 20
ECTS Credits: 10.0


- To learn key concepts, theories and perspectives about teaching thinking
- To understand Vygotsky’s Zone of Proximal Development and mediation
- To understand Bloom’s higher order thinking and implications on teacher questioning
- To explore the relationships between students talk and language development
- To encourage students to apply the above knowledge and understanding to second or foreign language learning contexts

'Enquiry-based learning’, ‘critical and creative thinking’, and to develop ‘competent users of English’ have been emphasized in recent English as foreign/second language curriculum in developing countries. How to improve students’ competence in using English as a second/foreign language has remained a big challenge to TESOL professionals. Drawing on research findings and positive learning outcomes, this module looks at how critical and creative thinking can be developed through second language learning; also how thinking skills strategies provide means for students to acquire the language through using it for meaningful and purposeful communication. A combination of input sessions, observations and practical experience allows students to draw links between theories and practical applications, and to reflect on ‘why’ rather than ‘how’. Implications on roles of teachers and learners will be highlighted.

Outline Of Syllabus

• An overview of the development to teaching thinking (TS)
• Sociocultural theory & Vygotsky’s Zone of Proximal Development
• Mediation & scaffolding for learning
• Students talk & language development
• Enquiring skills & critical thinkers and learners
• Higher order thinking questions & language development
• Parallel thinking and critical reading
• Metacognition & autonomous learners
• Applications of infusion of TS to foreign language teaching and learning

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion138:0038:00N/A
Scheduled Learning And Teaching ActivitiesLecture82:0016:00N/A
Scheduled Learning And Teaching ActivitiesPractical81:008:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching81:008:00N/A
Scheduled Learning And Teaching ActivitiesWorkshops23:006:00N/A
Guided Independent StudyStudent-led group activity83:0024:00N/A
Guided Independent StudyIndependent study1100:00100:00N/A
Teaching Rationale And Relationship

A combination of lectures and practicals and group work are used. Lectures allow students to gain the information and demonstration of strategies as a whole group. Practicals encourage students to develop their understanding through problem solving activities and reflection on relevant concepts and theories. Group works enable students to have first hand experience of collaborative learning.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Essay2M100consisting of essay or mini experiment.
Assessment Rationale And Relationship

A 4,500 word essay, consisting of an essay or mini-experiment. Semester 2 week 3.

A written assignment will require students to demonstrate their knowledge and understanding of key concepts or theories discussed in the course. They are in particular asked to reflect on the implications of these concepts and theories on the roles of teachers and the learners and infusing teaching thinking into second language classroom.

Reading Lists