Thinking Skills and Creativity in Second Language Education: Case Studies from International Perspectives

231 Pages·2019·14.68 MB·

by  Li Li

THINKING SKILLS AND
CREATIVITY IN SECOND
LANGUAGE EDUCATION
Across the world, education is being restructured to include greater focus on
developing critical and creative skills. In second language education, research
suggests that cognition and language development are closely related. Yet despite
increasing interest in the teaching of thinking skills, critical thinking has not
been widely integrated into language teaching.
Thinking Skills and Creativity in Second Language Education presents a range of
investigations exploring the relationship between thinking skills and creativ-
ity, and second language education. Focusing on cognitive, affective, social, and
emotional perspectives, this book highlights current research and raises questions
that will set the direction for future research. Its aims are as follows:
• Provide an in-depth understanding of the link between second language
development and thinking skills.
• Consider approaches to developing thinking skills in second language
instruction.
• Examine practices in implementing thinking skills in second language learning.
• Offer an updated list of sources of information on thinking skills in second
language education.
A new addition to the Research on Teaching and Thinking Creativity series, this
book is relevant to researchers in the field of educational psychology, to masters
degree and PhD students in this field, and to anyone interested in developing
thinking skills.
Li Li is Senior Lecturer in Language Education at the University of Exeter. She has
published extensively in the field of language education and thinking skills. She
has also guest-edited two special issues in the journal Thinking Skills and Creativity,
and co-edited The Routledge International Handbook of Research on Teaching Thinking.
Research on Teaching Thinking and Creativity
Research on Teaching Thinking and Creativity is a new international series edited by
Li Li, James C. Kaufmann, and Rupert Wegerif. The idea of teaching thinking
skills is now widely shared across the world and initiatives have been set up in the
United States, China, Brazil, Malaysia, and Russia. These initiatives lead to ques-
tions about what is meant by terms such as “creativity” and “teaching thinking”,
questions raised, discussed, and answered in this new book series. The aims of
the series are to:
• enhance reader understanding and knowledge about theories of the growth
of thinking and creativity, both individual and collective;
• provide readers with insights and key principles that emerge from research
into teaching thinking and creativity in a range of specific areas;
• inform readers of the main approaches being used globally to develop and
assess thinking and creativity, including changes in technology and peda-
gogical strategies;
• give readers tangible, practical suggestions for improving their own or other
people’s thinking and creativity based on theory and research.
This series consists of books researching different sociocultural and educa-
tional contexts in America, Europe, and Asia. Researchers, postgraduate stu-
dents, and policy makers will be able to refer to this series.
Theory of Teaching Thinking
International Perspectives
Edited by Laura Kerslake & Rupert Wegerif
Thinking Skills and Creativity in Second Language Education
Case Studies from International Perspectives
Edited by Li Li
THINKING SKILLS AND
CREATIVITY IN SECOND
LANGUAGE EDUCATION
Case Studies from
International Perspectives
Edited by Li Li
First published 2020
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2020 selection and editorial matter, Li Li; individual chapters, the
contributors
The right of Li Li to be identified as the author of the editorial material,
and of the authors for their individual chapters, has been asserted in
accordance with sections 77 and 78 of the Copyright, Designs and Patents
Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilized in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 978-1-138-29793-7 (hbk)
ISBN: 978-1-138-29794-4 (pbk)
ISBN: 978-1-315-09892-0 (ebk)
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CONTENTS
Contributors vii
1 “Thinking” move in second language education 1
Li Li
2 How does bilingualism affect creativity? 17
Kyung Hee Kim and Hang Eun Lee
3 Pedagogies for scaffolding thinking in ESL: integrating
first principles of learning 42
Maya Gunawardena
4 Teaching theoretical linguistics through thinking skills
pedagogies 58
Haifa Al-Nofaie
5 Fostering critical thinking through questioning in EFL:
an Indonesian study 74
Maya Defianty and Kate Wilson
6 Integrating critical thinking into an EFL writing
curriculum: a mediated model 95
Mei Lin and Xiaoting Xiang
vi Contents
7 Effects of multimedia presentations on the
development of foreign language listening
comprehension: a comparative study of cognitive
and metacognitive listening instructions 131
Mehrak Rahimi, Niloofar Nezad Kashani,
and Elham Soleymani
8 Designing a meta-learning programme 151
Shu-wen Lin, Julie Rattray, and Caroline Walker-Gleaves
9 TEFL postgraduate students’ perception of critical
thinking: conceptualizations, obstacles, and solutions 172
Hassan Soodmand Afshar
10 Teacher cognition of creativity in primary EFL
classrooms 195
Xuying Fan and Li Li
Index 216
CONTRIBUTORS
Hassan Soodmand Afshar is an Associate Professor in Applied Linguistics at
the Department of English Language, Bu-Ali Sina University, Hamedan. He
has been acting as a member of the Board of Directors of Teaching English
Language and Literature Society of Iran (TELLSI) since 2013. He also acted as
Cambridge Centre Exams Manager in Iran from 2007 to 2017. He has published
in both accredited international journals (e.g., Thinking Skills and Creativity,
Reflective Practice, The Language Learning Journal, Journal of English for Academic
Purposes, Research Papers in Education, Issues in Educational Research, e-FLT, IJLTR,
RALS, etc.) and local journals. His research interests include critical thinking
and pedagogy, reflective thinking and teaching, teacher education, ESP/EAP,
language learning strategies, and psychology of language education.
Haifa Al-Nofaie is Associate Professor of Applied Linguistics at Taif University,
Saudi Arabia. She has also worked as a language teacher at King Saud University,
Imam Mohammad Bin Saud University. She holds a PhD in Applied Linguistics
from Newcastle University, United Kingdom, and became a fellow of the Higher
Education Academy, United Kingdom, in August 2018. Her academic interests
include bilingualism, language learning motivation, and teaching English
through critical thinking pedagogies. Dr. Al-Nofaie was a series cultural advisor
to ELT Oxford University Press between 2014 and 2015. She was one of the series
advisors of Q: Skills for Success, a special edition for Saudi Arabia. She worked as
a volunteer researcher in global citizenship education for the UNESCO between
May and December 2017.
Maya Defianty is a Lecturer at UIN Syarif Hidayatullah Jakarta where she has
taught several courses in the area related to Teaching English to Speakers of
Other Languages (TESOL). She has an extensive experience in working with
viii Contributors
English teachers in Indonesia on how to enhance their teaching practice. Her
research interest is on teachers’ classroom assessment practice. She earned her
PhD from the University of Canberra.
Xuying Fan (Enjo) is a research fellow at the South China Normal University,
China. She has Bachelor’s degree in Education Studies, a Master’s degree in
TESOL, a Master’s degree in Educational Research, and a Doctoral degree
in Education from the University of Exeter, United Kingdom. She is also an
Associate Fellow of the Higher Education Academy in the United Kingdom. Her
primary research focus is thinking skill in language classrooms, and language
teacher cognition, focusing especially on classroom interaction. She is working
on a project on Thinking Skills and Creativity in Language Classrooms.
Maya Gunawardena is an Assistant Professor of teacher education at University
of Canberra, Australia. She has over 27 years of experience in teaching in
secondary and primary schools. She convenes undergraduate and postgraduate
courses for TESOL and mainstream teacher education. Maya mainly researches
and publishes in the fields of Applied Linguistics, literacy, and K-12 teacher
education. She is predominantly interested in developing effective pedagogies
for both secondary and primary schools in the Australian mainstream education
and TESOL contexts, where English is taught as a second language.
Niloofar Nezad Kashani is an experienced teacher of English as a foreign
Language. She has received her master’s degree in TEFL from English Department
of Shahid Rajaee Teacher Training University, Tehran, Iran.
Kyung Hee Kim, Professor of Educational Psychology at the College of William
& Mary, is a former Chair of National Association of Gifted Children (NAGC)’s
Creativity Network and is the International Representative of the Division
10 of the American Psychological Association (APA). Dr. Kim has won two
bio-medical technology patents from the USPTO yet dedicated to researching
creativity and innovators. She has developed the online Creativity Quotient
(CQ) to help individuals identify and maximize their creative strengths. She
has won the Berlyne Award from APA; the E. Paul Torrance Award, the Early
Scholar Award, and the Hollingworth Award from NAGC; and the Torrance
Award from the American Creativity Association. Her big, crazy dream is to
change the world through innovations by ending test-centric education. She
described “The Creativity Crisis” in Newsweek cover story (2010) and explored
its solution in The Creativity Challenge: How We Can Recapture American
Innovation (2016).
Hang Eun Lee is currently working for a Korean American school in California.
She received her PhD from the University of Georgia specializing in Gifted and
Creative Education. She loves to work with creative people and is researching
Contributors ix
and teaching in the gifted and creative education field both locally and
internationally. She has researched bilingualism and creativity for decades and has
several academic publications on bilingualism and creativity. Her work focuses
specifically on the creativity of the Korean American populations. She has served
creative people with multicultural backgrounds internationally, including in
Korea and the United States. She is a specialist in creative problem solving and
conducts various creativity-related projects for educators, scholars, and parents
both locally and internationally.
Li Li is Senior Lecturer at the University of Exeter. Her research interests
include language teacher cognition, developing thinking skills, the use of new
technologies in language learning, and classroom discourse. She has published
widely in these topics in international journals. She is on the editorial board for
a prestigious journal: Thinking Skills and Creativity, and served as guest editor
twice. She is also on the editorial board for Classroom Discourse and a reviewer for
prestigious journals in applied linguistics and education. She has also co-edited
the Routledge Handbook for Researching in Teaching Thinking Skills (with Rupert
Wegerif and James C. Kaufman; Routledge, 2015). She is also the author of
Social Interaction and Teacher Cognition (Edinburgh University Press, 2017) and
New Technologies and Language Learning (Palgrave, 2017).
Mei Lin is Senior Lecturer at Newcastle University in the United Kingdom. She
specializes in teaching pedagogy, thinking skills, and learner autonomy. Lin is
a co-author of Thinking through Modern Foreign Languages (2004). Since then she
devotes much her career to the promotion of integrating teaching thinking into
English as a foreign language curriculum. She has supervised PhD studies on
integrated thinking skills curriculum in Sudan, Taiwan, and China. Lin has a
particular interest in Vygotsky’s mediation, investigating the impact of teacher
behaviours, thinking frameworks or tools on nurturing students’ thinking, and
dispositions, as well as on language competence. Lin is currently consultant
for learning community projects in Shanghai and teacher training projects on
thinking skills for primary students in Chongqing, China.
Shu-wen Lin is Senior Assistant Professor in the International Learning
Center at Sojo University, Japan. After completing her EdD in Education at
Durham University, United Kingdom, she returned to her position as English
teacher in Taiwan. Her doctoral thesis explored students’ development in
meta-learning capacity after taking part in an experiential learning project.
She had eight years of teaching experience at secondary school level and has
recently started her teaching career in higher education in Japan. Her current
interests include metacognitive approaches to learning and teaching, as well
as effects of critical relationships between learners and teachers. She is also
interested in pedagogical strategies that develop students’ identity in using
English as a lingua franca.