Developing Critical Thinking on Teenagers. A Challenge for English Teachers in High School

Abstract

The current project involved the review and implementation of methodologies for fostering critical thinking skills in adolescents attending a private school in Bogota. This project is an action research project its approach on teaching and learning of English as a foreign language; focusing in Innovative practices in English teaching. The study focused on 11th grade students, started with class observation where was possible to identify the problem around critical thinking and reading skills in order to help to improve those deficiencies utilized data from tests, surveys, reading exercises, and journals to not only identify deficiencies in critical thinking development, particularly in inferences and assumptions but in enhance of those aspects that could help in the background of developing critical thinking skills, such as reading and linguistic abilities among the students. While inferences posed the greatest challenge, there was notable progress in assumptions and in the selection of options. The use of extensive reading and authentic materials facilitated the development of critical thinking skills, aiding in material selection and teaching skills These findings emphasize the need for ongoing efforts in teacher training to support this process. Keywords: authentic material, critical thinking, EFL, extensive reading, inferences.