Resumen de Criticality
Darío Luis Banegas, Luis S. Villacañas de Castro
In English language education, the word ‘critical’ can be used in different ways, qualifying different phenomena. Thus, the development of ‘critical thinking’ is a goal in some ELT classrooms or teacher education programmes; there is also ‘critical pedagogy’, which seeks empowerment and social transformation; and ‘critical perspectives’ can be taken towards the enterprise of ELT itself. Here, we will try to show how these apparently different forms of criticality are linked together.
Cottrell (2005: 2) defines critical thinking as ‘a complex process of deliberation which involves a wide range of skills and attitudes’ for deciding what to believe or do. Barnet and Bedau (2011: 4) observe that ‘critical thinking means questioning not only assumptions of others, but also questioning your own assumptions’. In this regard, criticality refers to the practice of socially situated reflection and evaluation. It means considering an issue from multiple perspectives, even when …
