Working paper: Las clases de inglés como escenario para el desarrollo del pensamiento crítico y la autonomía

Abstract

The purpose of this manuscript is to describe the results that emerged after developing three pedagogical experiences carried out in the academic space of English as a foreign language, oriented in the law schools of Universidad Santo Tomás (USTA) in Bogotá, Tunja and Villavicencio. The practices were based on the Pedagogical Model of the USTA, and aimed at developing higher order thinking skills (critical thinking and autonomy). Theoretically, they were based on task-based learning, SMART (Specific, Measurable, Achievable, Realistic, and Time-based) goals, Bloom's taxonomy, oral communication skills (speaking) and problem-solving pedagogy. Methodologically, they corresponded to the paradigm of action research and case study, and contemplated the phases of observation, design and implementation of activities and workshops that linked law and English topics. In order to know the impact in terms of the development of critical thinking and autonomy, field diaries, student artifacts and interviews were used. The results show that English classes are a propitious setting for the development of higher skills, and underscore the need for authentic materials and situations in order to promote the skills required by citizens of the 21st century, and to broaden the scope of English classes.