Abstract
This study examines ESL textbooks of English language of grade 9th and 10th of Punjab model schools in Pakistan. In order to achieve the goals of research, the qualitative method was used and applied Paul Elder’s Critical Thinking Model (2008) on the text books of grades 9 and 10. The collected data was analyzed qualitatively. Activities mentioned in the textbooks of grades 9 and 10 of Punjab textbook board were extracted and analyzed in the light of Paul and Elder’s CT model. ESL teachers’ interviews regarding the said textbooks serve as an insight into the role of critical thinking among learners. Mention the period of analysis. There relevance exists between the exercises given in English textbooks with the model of critical thinking prosed by Paul and Elder. However, the teachers of Government schools are unaware of the critical thinking perspective and some sessions of critical thinking training need to be offered to the English school teachers of Government schools. The results of the study have significant implications for material developers. The study recommends that the Government of Punjab may provide a training program to the teachers who may get some sort of training and implement on the students the best of teaching practices in Pakistan. In the same context, the analysis of interviews shows that teachers have been playing a passive role in the promotion of CT in the teaching process. Hence, there is a need to organize some training sessions to make them aware of the basic concept and importance of CT in Pakistan.
Highlights
English, as the official language of Pakistan, gathers extra importance and carries extra weightage in the education field and is deemed necessary, resulting in the teaching and learning of the language, willingly and/or unwillingly in households and schools all over the country
In view of its importance, there has been a lot of development in English language teaching in Pakistan and its textbooks are prepared by experts of English language, researchers and policy makers
Paul-Elder’s (2001) framework for CT advances a fair-minded, strong conception of CT across teaching and civilization. This study evaluates these textbooks to identify the extent to which the transformation in textbooks has facilitated in promoting critical thinking in ESL learners in government schools
Summary
As the official language of Pakistan, gathers extra importance and carries extra weightage in the education field and is deemed necessary, resulting in the teaching and learning of the language, willingly and/or unwillingly in households and schools all over the country. In view of its importance, there has been a lot of development in English language teaching in Pakistan and its textbooks are prepared by experts of English language, researchers and policy makers. It is exceptionally important to investigate if these textbooks help English as Second Language (ESL ) learners to think critically or not. The perceptions of the teachers who teach a foreign language need to be effective, efficient and active in promoting such activities which will help to create curiosity among the learners to think critically. ESL teachers should understand why CT is important for the ESL learners
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