El desarrollo del pensamiento crítico y de una conciencia social crítica: metodología y prácticas pedagógicas de un curso de nivel intermedio B1 de ELE

Abstract

This article describes the methodology and pedagogical practices of an intensive, intermediate B1 Spanish language course in order to highlight the importance of including a critical component in language classes. Moreover, this article seeks to illustrate the ways in which critical thinking and a critical language awareness can be fostered in this type of courses. Based on four pedagogical approaches (critical thinking, critical pedagogy, constructivism and task-based approach), the course Intensive Intermediate Spanish (SPAN 2610) promotes the development of cultural knowledge, critical thinking skills and critical social awareness, in addition to advancing linguistic knowledge. After providing a brief overview of the main pedagogical principles followed during the development of the course, a detailed description of the course objectives, content, organization and methodology is offered. Then, a qualitative analysis of the impact of the methodology and pedagogical principles is presented. The viability and positive impact of this approach is demonstrated in the final projects carried about by the participants ( N = 26), in which they showed the ability to describe and analyze critically different sociocultural issues in the target language. Finally, a series of pedagogical recommendations are offered in order to promote the development of critical thinking skills and a critical social awareness in Spanish as a foreign language classes.