This research presents findings that examine L2 students’development of critical thinking alongside language skills within the context of business education. Quantitative data on student performance in writing and critical thinking will be compared to qualitative data from the instructional team, as well as from students in the course
This research will present findings that examine L2 students’development of critical thinking skills alongside language and writing skills within the context of business education. The integration of language, writing, and advanced thinking is consistent with Cammarata et al.’s (2016) claim that content-based instruction (or CLIL or English for Specific Purposes) should be able to stimulate learners’ intellectual curiosity and tap their critical thinking ability (p. 9-10) rather than being primarily grammar and vocabulary driven. This research takes place within the context of a 2nd year university-level writing-intensive course entitled ‘Critical Thinking in Business’ in a management program in a Canadian Anglophone university where 40% of the student population is multilingual with varying degrees of English language proficiency. The course learning outcomes include the articulation of critical thought related to business concepts as expressed through various oral and written business communication genres. This integrative model was informed by applied linguistics literature on ESP and business discourse (Bargiela- Chiappini, et al., 2013; Louhialia-Salminen & Kankaaranta, 2011), content-based instruction theory and methodology (Cammarata, Tedick, & Osborn, 2016), and pedagogical approaches to supporting critical thinking in the business education context (Colby, et al., 2011; Dwyer, et al., 2015). The research used case study methodology to analyze the relationship between language proficiency, achievement of critical thinking skills, and academic success in the course over three terms. Quantitative data on student performance in writing and critical thinking skills will be shared. Qualitative data from the instructors and TAs in the course will also be presented and compared to post-pre survey data on student perceptions of integrating language, content, and critical thinking skills in the course. It is hoped that the research will better inform future efforts to teach language and advanced thinking skills into university programs in order to support multilingual learners.
