TY - CHAP
T1 - Thinking Allowed
T2 - Linguistic Landscapes-Based Projects for Higher-Order and Critical Thinking Skills
AU - Kruszynska, Klaudia A.
AU - Dooly, Melinda
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2023
Y1 - 2023
N2 - This chapter describes the design and integration of linguistic landscape (LL)-based projects in a secondary English as a foreign language course. Throughout the project, students were encouraged to learn about and become ethnographers while documenting their neighbourhoods’ LL. The project was also designed to promote learners’ critical thinking (CT) and higher order thinking skills (HOTS). In this chapter we identify and discuss which critical and higher order thinking skills students used to construct knowledge from their ethnographic work and final presentation of their findings. We adapt and apply definitions provided by Beyer (1985) for critical thinking skills and Lewis and Smith (1993) for higher order thinking skills to Silbey’s (2021a, b) framework, which is based on Grounded Theory (Charmaz, 2007) to analyse students’ selected output as well as their responses in post-project interviews. Our analysis indicates that the LL project supported students’ development of linguistic and intercultural sensitivity.
AB - This chapter describes the design and integration of linguistic landscape (LL)-based projects in a secondary English as a foreign language course. Throughout the project, students were encouraged to learn about and become ethnographers while documenting their neighbourhoods’ LL. The project was also designed to promote learners’ critical thinking (CT) and higher order thinking skills (HOTS). In this chapter we identify and discuss which critical and higher order thinking skills students used to construct knowledge from their ethnographic work and final presentation of their findings. We adapt and apply definitions provided by Beyer (1985) for critical thinking skills and Lewis and Smith (1993) for higher order thinking skills to Silbey’s (2021a, b) framework, which is based on Grounded Theory (Charmaz, 2007) to analyse students’ selected output as well as their responses in post-project interviews. Our analysis indicates that the LL project supported students’ development of linguistic and intercultural sensitivity.
KW - Critical thinking
KW - Higher order thinking skills project-based learning
KW - Linguistic landscapes
UR - https://www.scopus.com/pages/publications/85156143167
U2 - 10.1007/978-3-031-22867-4_5
DO - 10.1007/978-3-031-22867-4_5
M3 - Chapter
AN - SCOPUS:85156143167
T3 - Multilingual Education
SP - 75
EP - 90
BT - Linguistic Landscapes in Language and Teacher Education
PB - Springer Science and Business Media B.V.
ER -