Fostering Critical Thinking in the World Language Classroom

Authors

Madeline Sossi-Jones, University of Nebraska at OmahaFollow

Abstract

In education, the lack of critical thinking (CT) in students has become increasingly evident in classrooms of all contents. There are a multitude of factors that have contributed to this issue over the last ten years, so just one is not solely to blame. This study examines the prevalence of a CT deficit in world language classrooms. Data from Integrated Performance Assessments (IPAs) and classroom observations proposed a need for students to increase their CT skills in the Spanish language. The study consisted of 21 students in a Spanish 2 course in grades 9-12 throughout 6 weeks. The research analyzed how the implementation of CT strategies such as questioning, reading and summarizing, and IPAs would improve student’s CT skills in the world language classroom. Students’ CT skills were assessed through pre-and post-IPAs, 4 short-constructed formative writing checks for learning, and anecdotal observations throughout the research period. Overall, 18 of the 21 students (85%) maintained or increased their performance of the constructed formative responses each week. In IPAs, 21 of 21 students (100%) increased or maintained their proficiency through the pre-and post-assessments, demonstrating critical thinking in Spanish. By the end of the study, students reported feelings of improvement in reading, writing, and speaking skills in Spanish also increasing student self-efficacy, motivation, and advocacy. Based on these findings the implementation of CT fostering strategies like Integrated Performance Assessments, probing, higher-level questioning, and reading and summarizing had a positive impact on student CT skills and language proficiency in Spanish 2.

Recommended Citation

Sossi-Jones, Madeline (2025) "Fostering Critical Thinking in the World Language Classroom," Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 10: Iss. 1, Article 4.
Available at: https://digitalcommons.unomaha.edu/ctlle/vol10/iss1/4