بکارگیری تفکر انتقادی در آموزش زبان انگلیسی به کودکان خردسال: مطالعه موردی بردو کودک سه ساله دوقلو

نوع مقاله : علمی-پژوهشی

نویسندگان

1 دانشجوی دکتری آموزش زبان انگلیسی دانشگاه آزاد اسلامی واحد تهران شمال

2 دانشیار زبانشناسی کاربردی دانشگاه آزاد اسلامی واحد تهران شمال

3 استادیار زبانشناسی کاربردی دانشگاه آزاد اسلامی واحد تهران شمال

10.30465/fabak.2022.7699

چکیده

امروزه علاوه بر یادگیری زبان دوم/خارجی، برنامه های آموزشی و درسی که مهارت های تفکر را ارتقا می بخشند، می­توانند برای کودکان، جامعه و جهان مفید باشند. این مقاله با هدف بررسی چگونگی استفاده از تفکر انتقادی در آموزش زبان انگلیسی به عنوان زبان خارجی به کودکان خردسال انجام شد. پژوهشگران برای به تصویر کشیدن پیشرفت مهارت­های تفکر انتقادی دو کودک سه ساله دوقلو در حین یادگیری زبان خارجی ، از یک مطالعه­ کیفی موردی توصیفی در مدت یکسال و نیم استفاده کردند. بر طبق تحلیل محتوای کیفی در این تحقیق، قصه گویی و گفت­وگو و تعامل بین کودکان و مادر آن­ها، دو محور اصلی در بهره­گیری از تفکر انتقادی در آموزش زبان انگلیسی به این دو کودک خردسال بودند. بررسی کیفی یافته­ها نشان داد که اصول آموزش و یادگیری مبتنی بر نظریه اجتماعی- فرهنگی ویگوتسکی می‌تواند حتی برای زبان‌آموزان خردسال مفید و قابل اجرا باشد. با فراهم کردن محیط آموزشی غنی از حمایت و میانجی­گری مناسب بزرگسالان ماهر و با ایجاد فرصت تعامل معنادار با افراد پیرامون، کودکان می­توانند به رشد شناختی بالاتری دست یابند. یافته­های پژوهش حاضر می­تواند کمک کند تا در تبیین مدل آموزشی جدید، آموزش مهارت­های تفکر انتقادی در کلاس­های زبان انگلیسی گنجانده شود.
 

کلیدواژه‌ها


عنوان مقاله [English]

Infusing Critical Thinking into Teaching English to Very Young Children: A Case Study of Two Three-Year-Old Twins

نویسندگان [English]

  • Zahra Ghaffari Saravi 1
  • Mojgan Rashtchi 2
  • Arshya Keyvanfar 3
1 PHD student of TEFL at North Tehran Branch, Islamic Azad University, Iran.
2 Associate Professor of Applied Linguistics at North Tehran Branch, Islamic Azad University, Iran
3 Assistant Professor of Applied Linguistics at North Tehran Branch, Islamic Azad University, Iran.
چکیده [English]

Besides learning a second/foreign language, many educators nowadays believe that education programs and curriculums promoting thinking skills might benefit children, society, and the world. This study explored how critical thinking could be infused into teaching English to young children. Researchers employed a descriptive case study design to portray two three-year-old twins’ critical thinking skills in the early years of life (3-4/5). The findings revealed two main themes to infuse critical thinking in teaching English: the art of storytelling and conversation and interaction between the twins and their mother. Qualitative analysis of the findings showed that the principles of teaching and learning based on Vygotsky’s sociocultural theory could be helpful and applicable even to young language learners. By providing an educational environment that provides appropriate support and mediation by skilled adults and creating opportunities for meaningful interaction with those around them, children can achieve higher cognitive development. This research can share its findings with education communities and very young children’s teachers to promote a new professional development model for infusing critical thinking skills in very young learners’ classrooms.

کلیدواژه‌ها [English]

  • critical thinking
  • early foreign language learning
  • Thinking skills
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