Inquiry Process through Literature in the EFL Classroom: A Broad Path to Work on Critical Thinking

Main Article Content

Eliana Garzón Duarte

Abstract

This article presents theoretical considerations about the inclusion of literary texts as a facilitative tool to develop critical thinking skills from inquiry process in a foreign language classroom. The rationale presented here may serve as a foundation for foreign language teachers who face the necessity of reformulating their objectives and instructional procedures to promote the development of language competency while fostering critical processes in students.

Article Details

How to Cite
Garzón Duarte, E. (2007). Inquiry Process through Literature in the EFL Classroom: A Broad Path to Work on Critical Thinking. HOW Journal, 14(1), 81-88. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/98
Section
Research Reports
Author Biography

Eliana Garzón Duarte, Universidad Pedagógica y Tecnológica de Colombia, Tunja

Eliana Garzón Duarte is an M.A. candidate in Language Teaching at UPTC (Tunja). She currently works as a full-time teacher at Universidad Pedagógica y Tecnológica de Colombia in Tunja. She holds an undergraduate degree from Universidad Industrial de Santander.

References

Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction. The Reading Teacher, 53(5), 400-408.

Elliott, R. (1990). Encouraging reader-response to literature in ESL situations. ELT Journal, 44(3), 191-198.

Harste, J. & Short, K. (1988). Literature circles and literature response activities. In R. Hubbard & B. Power (Eds.), Literacy in process (pp. 191-202). Portsmouth, NH: Heinemann.

Orlich, D., Harder, R., Callahan, R., Kauchak, D., Pendergrass, R., Keogh, A., & Gibson, H. (1990). Teaching strategies: A guide to better instruction (3rd ed.). Lexington, MA: D.C. Heath and Company.

Pineda, C. (2001). Getting in touch with reality: An English curriculum to boost students’ critical thinking skills and interest in global issues. HOW: A Colombian Journal for Teachers of English, 9, 34-39.

Short, K., Harste, J. & Burke, C. (1996). Creating classrooms for authors and inquirers. Portsmouth, NH: Heinemann.

Thomas, S. & Oldfather, P. (1995). Enhancing student and teacher engagement in literacy learning: A shared inquiry approach. The Reading Teacher, 49(3), 192-202.

Vandrick, S. (1997). Reading and responding to novels in the university ESL classroom. The Journal of the Imagination in Language Learning and Teaching, 4. Retrieved January 27, 2003, from http://www.njcu.edu/CILL/vol4/vandrick.html

Whitin, P. & Whitin, D. (1997). Inquiry at the window: Pursuing the wonders of learners. Portsmouth, NH: Heinemann.