George,I'm about to be teaching (not for the first time) a reading and (save me!) critical thinking course for an at-risk student bridge program in about 10 days. Would the book you mention be useful for such a course? I give them a brief breakdown of language skills needed for reading, an  ensemble 'reader's theater' activity, a brief intro to reading strategies, some short essays on high-interest (I hope) texts, like buying a paper online and the impact of technology on reading and writing. Their capstone is a presentation of a textbook, where they show the features of the book that enhance reading strategies. 
Iif others have suggestions, please chime in. There are often ELLs in the class. 
Thanks
Bonnie


ie Odiorne, PhD Director, Writing Center Adjunct Professor of English, French, First Year Transitions, Day Division and ADP
Post University, Waterbury, CT
Labyrinth Facilitator, Spiritual Director
please don't print this e-mail unless you really need to

 



________________________________
From: George Demetrion <gdemetrion at msn.com>
To: englishlanguage at nifl.gov
Sent: Wednesday, August 12, 2009 8:50:40 AM
Subject: [EnglishLanguage 4794] Re: Critical thinking and the TKquestionnaireabout Americans

Also the more nuanced and even provocative one gets in English language/content construction within the potential range of students to grasp say in group discussion, the more the learners are going to draw on and search out in their own utilization and comprehension of English in which language structure becomes a transparent medium of expression.  This is another case where it's useful to make distinctions between various structures and functions of language use.  Even as language use is comprised of specific linguistic structures its function is infinitely transcendent in its functional applicability and meaning.  As one example, think about the relationship between the alphabet and the book.  Without the alphabet, no book, which, without content, and, one might argue, a great deal of critical thinking well beyond the alphabetic principle, there is no book, either.
 
With just a little punning intended, this also applies to Marilyn Addam's, Beginning to Read:  Thinking and Learning about print. Accent on "thinking and learning."
 
George Demetrion
 
________________________________
Date: Tue, 11 Aug 2009 17:31:18 -0700
From: bonniesophia at sbcglobal.net
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 4790] Re: Critical thinking and the TKquestionnaireabout Americans


Hello. all, In the midst of this debate, I just remembered something I'd learned a long time ago, so I forget the theory: If students in L1 had interruptions in education and/or lost some crucial step in developmental language learning, then they were unable to develop cognitive processes in L1 or L2. So the insistence that critical thinking as a cognitive processof thinking skills development and not a content-specific component of language learning  would seem to indicate that soime kind of cognitive processing has to go on in language leaarning; indeed, learners would be unable to create new utterances withou it. Clearly this thinking in order to be activated, if it's possible, has to have some experiential content or it would not be meaningful. And if it develops thinking tools that may just need exposure (not the L1 learner who remains developmentally unable to exercise cognitive  function in any language), then all the better for a more
 'authentic' learning experience.
Bonnie 


________________________________
eFrom: "Estrada, Myrna" <myrnatrdta at lausd.n
To: The Adult English Language Learners Discussion List <englishlanguage at nifl.gov>
Sent: Tuesday, August 11, 2009 2:56:53 PM
Subject: [EnglishLanguage 4787] Re: Critical thinking and the TKquestionnaireabout Americans

Michael,

I agree with you.  Critical thinking is a cognitive process and thus "does not reside in a particular topic". It can be taught and practiced and this is where teacher role comes in.  Concomitant to students’ learning an L2, teachers can teach them "critical thinking".  This can be done when learning is contextualized; meaning, students learn a new language and learn new concepts as well.  Others call this authentic learning. th
Myrna Hipol Estrada, Ed.D., NBCT




-----Original Message-----
From: englishlanguage-bounces at nifl.gov on behalf of Michael Gyori
Sent: Mon 8/10/2009 3:51 PM
To: The Adult English Language Learners List
Subject: [EnglishLanguage 4777] Re: Critical thinking and the TKquestionnaireabout Americans

Hello all,

I wish to add to Steve's post below.  There is no input, no discussion, regardless of topic, that intrinsically associates with, triggers, or entails  "critical thinking."  Albert Einstein might have presumably elaborated on his Theory of Rrelativity without thinking critically - it may have been as apparent and simplistic to him as a discussion of what we will eat this evening would be to me.

Critical thinking does not reside in a particular topic, but in cognitive processes, ones that may be triggered by teachers who direct their students' conscious attention to whatever it may be.  The importance of the teacher role is that some students might not, on their own, ever be led to using their minds ways they themselves (in hindsight, perhaps) believe to be (have been) beneficial.  That is why I place so much value on (tracking) learner outcomes.

Steve adds, I fail to see why language teachers have a responsibility to make the the views of their students more "objective." Are we sure teachers are always "objective' in their views? Most people are not.

I have to ask: who, myself included, might have stated something that leads Steve to make this statement?

Michael


Michael A. Gyori 
www.mauilanguage.com


________________________________
From: Steve Kaufmann <steve at thelinguist.com>
To: The Adult English Language Learners Discussion List <englishlanguage at nifl.gov>
Sent: Monday, August 10, 2009 5:51:31 AM
Subject: [EnglishLanguage 4772] Critical thinking and the TK questionnaire about Americans


I am not sure why asking learners to express generalized opinions about Americans represents a lesson in critical thinking, unless you end up challenging some of their prejudices. Would you have them do the same for other specific groups? Mexicans, Chinese, Afro-Americans, Jews, Muslims, Arabs, etc..
No doubt challenging learners' prejudices can make for interesting conversations, but no more so than talking about their favourite food, music, television program, or views on the environment or social, political or other issues. 

I fail to see why language teachers have a responsibility to make the the views of their students more "objective." Are we sure teachers are always "objective' in their views? Most people are not.

In 1725, Jonathan Swift wrote in a letter to his great friend Alexander Pope:
I have ever hated all nations, professions, and communities, and all my love is toward individuals: for instance, I hate the tribe of lawyers, but I love Counsellor Such-a-one and Judge Such-a-one: so with physicians - I will not speak of my own trade - soldiers, English, Scotch, French, and the rest. But principally I hate and detest that animal called man, although I heartily love John, Peter, Thomas, and so forth. This is the system upon which I have governed myself many years, but do not tell, and so I shall go on till I have done with them. I have got materials toward a treatise, proving the falsity of that definition animal rationale, and to show it would be only rationis capax. Upon this great foundation of misanthropy, though not in Timon's manner, the whole building of my Travels is erected; and I never will have peace of mind till all honest men are of my opinion. By consequence you are to embrace it immediately, and procure that all who
deserve my esteem may do so too. The matter is so clear that it will admit of no dispute; nay, I will hold a hundred pounds that you and I agree in the point.

>

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-- 
Steve Kaufmann
www.thelinguist.blogs.com
www.lingq.com
604-922-8514
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