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| Title | Abstract | Action(s) |
|---|---|---|
| NURTURING CRITICAL THINKING SKILLS IN EARLY YEARS ESL CLASSROOMS: PERCEPTIONS, PRACTICES AND CHALLENGES FOR TEACHERS IN PAKISTAN | This study explores the perspectives, practices, and challenges faced by early years ESL teachers in Pakistan. The research aims to address the significant implementation gap in the early childhood ESL curriculum, particularly in incorporating critical thinking skills into the educational system. The Community of Inquiry model is used as the theoretical framework, with a purposive sample of teachers from eight kindergarten classrooms across three branches of Beaconhouse School System. Data collection methods include document analysis, semi-structured interviews, and classroom observations. Observations provide firsthand knowledge on instructional strategies and student interactions, while semi-structured interviews reveal teachers' perspectives, experiences, and methods for promoting critical thinking abilities. Lesson plans, curricular materials, and instructional aids are analyzed to create a contextual framework for evaluating observed and reported data. The study found that while teachers acknowledge the value of critical thinking abilities and desire to apply them in their lessons, they face difficulties such as conventional teaching techniques, lack of expertise, and limited resources. Some teachers use creative approaches to encourage critical thinking, such as problem-solving techniques, stimulating class debates, and incorporating real-world events into classes. The results highlight the need for thorough teacher preparation programs and curriculum changes that prioritize the early development of critical thinking abilities. The study aims to improve ESL instruction in Pakistan by attending to these needs, equipping students to face the challenges of the twenty-first century. |
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