A framework for implementing critical thinking as a language pedagogy in EFL preparatory programmes

This paper proposes a framework for infusing critical thinking as a language pedagogy into English as a Foreign Language (EFL) preparatory programmes for the purpose of facilitating the transfer of critical thinking skills. The idea for the framework came out of a recognition of the limitations of the existing literature on critical thinking in the EFL context, where implementing critical thinking was limited to one or two language skills, mainly reading and/or writing. Evidence of transfer were rarely tracked and identified in available studies. This paper suggests that critical thinking need to be implemented as a holistic language pedagogy across all language skills and courses, and it provides a framework that might facilitate the implementation processes. The paper starts with a brief introduction on the application of critical thinking in the EFL context. Then, it highlights limitations in studies, based on systemic review conducted by the author, that have implemented critical thinking into post-secondary school EFL programmes and courses. Following this, a framework for implementing critical thinking in EFL preparatory programmes is proposed.