Exploring teachers’ self-reported practices for fostering critical thinking skills in ESL multilingual high school settings

Abstract

The study explores the pedagogical practices used by Grade 11 English as a Second Language (ESL) teachers in Namibia to promote critical thinking (CT) skills. In the context of ESL teaching, CT refers to the cognitive skills and abilities that students need to develop to think deeply, analyze information, and make well-reasoned judgments. There is recognized interconnectedness between ESL learning and the development of CT abilities, which are essential for deep analysis and reasoning. However, challenges persist in effectively teaching CT within ESL classrooms, often due to limited teacher training. This year -long qualitative case study explored the practices of 5 Namibian ESL secondary teachers through 5 stimulated recall interviews (5x1 = 5) and10 classroom observations (5 x 2 = 10). We analysed data using inductive thematic analysis. The study identified two primary teaching methods used by the teachers: Communicative Language Teaching (CLT) and visual-based instruction. CLT emphasized interactive communication among students, while visual aids like diagrams and multimedia were used to stimulate critical thinking. However, the researchers highlight a discrepancy between teachers' conceptual knowledge of CT and their ability to effectively integrate it into their practices. Also, the data revealed a disconnect between teachers' verbal understanding of CT and its actual implementation in their teaching. While some unintentional CT promotion was observed, explicit planning to develop these skills was generally lacking. To address this gap, the study recommends providing ESL teachers with robust professional development opportunities. This includes interactive workshops, peer observation, and ongoing support to help teachers collaborate, share best practices, and continuously enhance their skills in implementing CT-focused strategies. Additionally, the curriculum should be aligned with clear objectives for developing students’ critical thinking abilities, ensuring the content and assessments are designed to cultivate these essential skills. While the study was limited to one province in Namibia to 5 secondary school teachers, the findings and recommendations provide valuable insights for improving the integration of critical thinking development within ESL education more broadly.