GLOBAL ISSUES AND CRITICAL THINKING IN EFL
CLASSROOMS
Prateek Sharma
Kanda University of International Studies
ABSTRACTThis paper presents an overview of a two-month project on teaching culture that
integrated the essential skills of critical thinking in a Japanese university. Particularly,
this overview tries to advance an approach of raising learner awareness of the culturalissues in three countries that Japan regularly engages with. A variety of teaching tools,
such as pictures, presentations, small group discussions and performances, wereemployed for learners to build their understanding.
INTRODUCTION
Culture is often shaped by historical events and shared beliefs. In this world of globalization,
developing intercultural competence is of paramount importance. According to Scriven andPaul (1987), critical thinking is the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered
from, or generated by, observation, experience, reflection, reasoning, or communication, as aguide to belief and action. Furthermore, Cunningham (2016) states that cultural competence orawareness refers to the foundation of communication that involves the skill of observing ourcultural values, beliefs, and perceptions. Therefore, the significance of incorporating criticalthinking skills into a language and culture curriculum cannot be understated.
LITERATURE REVIEWAs language educators, if we wish to raise successors who will be able to shoulder theresponsibility of the world, we should first raise their awareness of the nature of existing crises
across the world (Cates, 1990). Furthermore, Cates asserts that critical and creative thinking
skills are necessary to understand and solve global issues. According to Long (2013), theacademic reforms at the elementary school level by the Japanese Ministry of Education, theaddition of a sougoutekina gakusyu no jikan (period for integrated study), was done to foster
independent thinkers who could learn, think and act for themselves, and develop problemsolving skills. These are some of the basic skills of critical thinking. Critical thinking involves
asking appropriate questions, gathering and creatively sorting through relevant information,
relating new information to existing knowledge, re-examining beliefs, reasoning logically, anddrawing reliable and trustworthy conclusions (Jacob, 2012). There are differences between thedefinitions; however, most of them point out that critical thinking is a means to think creatively.

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PURPOSE OF THE PROJECTThis two-month project was implemented at a Japanese academy to raise future coast guards’
awareness of some of the ‘hot button issues’ in three countries—India, Sri Lanka and thePhilippines—that Japan regularly conducts joint defence exercises with. Besides triggeringinterest in the issues, another purpose was for learners to learn necessary vocabulary required
to understand these issues. The final purpose of the project was for learners to demonstratecritical thinking abilities through a variety of ways (Atkinson, 1997; Durkin, 2008).
METHODOLOGY
Overview
The participants involved in the project were 26 Japanese students (low to intermediate Englishlevel) in their senior year of the academy. The project did not involve participants’ identities andwas a part of their English curriculum, therefore, verbal consent was secured. Weekly English
lessons are a required course, and the teacher can autonomously design and execute the course
curriculum. Three countries, India, Sri Lanka, and the Philippines, were chosen by the teacher
considering the Japanese coast guard’s high engagement with these countries. The project also
involved researcher’s interviews and discussions with two native EFL teachers from Sri Lanka
and the Philippines respectively. The interaction with the two teachers allowed the researcher
to gain an extensive and thorough understanding of the hot button issues in their respective
countries. In addition, the teachers attested to the authenticity, reliability, and credibility of theonline resources that the researcher studied to acquire knowledge on the respective issues. Theentire methodology was divided into three crucial steps spread across 2-3 weeks for eachcountry: comment on pictures using an online medium, analyze pictures in the class followed bygroup discussions, and demonstrate understanding. At the end of the three steps, learners also
wrote reflective journals to share their understanding. As part of the course, learners had to fillan evaluation form; however, the researcher modified the regular evaluation form into a Likert
scale (see Appendix A) for learners’ ease. The Likert scale identified key areas, purposes andgoals that the researcher wanted to achieve through this project. In order to analyze results,
learner responses on the Likert scale were converted to percentages. Since the total number ofparticipants was only 26, the responses on ‘general feedback’ were not coded; however, theywere used as an explanation to justify the scores on the 10 statements (see Appendix A). The 10statements on the evaluation form were coded as ‘constructive’ if the score was either 1 or 2;‘neutral’ for 3 and ‘unconstructive’ if the score exceeded 3. The data from the responses on the10 statements of the Likert scale were converted into percentages. The percentages have beenrounded up/down to avoid ambiguity.
Process and Project Tools
In order to prepare for the project, the researcher conducted semi structured interviews with thenative EFL teachers of the respective countries. The first week of the project kicked off with clear
instructions on how to create a free account on livejournal.com. The researcher uploaded 1-2
thought-provoking pictures and the learners were allowed to write or change their comments61

within 1 week. Their responses included the whereabouts of the images, the issue pertaining tothe image, and their personal feelings about the issue.
The second week of the project began with the researcher handing out the essential vocabulary
required to explain and understand the issue (see Appendix B). The class was split into 4-5groups and the learners were allowed to study the vocabulary for about 5-10 minutes. The
researcher then showed a series of 4-5 pictures that focused on an issue in a specific progression
with no written information on it. The pictures highlighted the issue, their correlation to eachother, and the impact on society. Learners spent about 3 minutes analyzing each picture. Their
analysis of pictures was supported by the vocabulary provided by the teacher. The researcher
then introduced Hall’s Cultural Iceberg Model (Hall, 1976). According to Hall (1976), “When one
enters a new culture, only the most overt behaviors are apparent. As one spends more time inthat new culture, the underlying beliefs, values, and thought patterns that dictate that behavior
will be uncovered” (Hall, 1976, p.222). The researcher explained how some of the visible aspects
in any culture stem from invisible aspects. These invisible aspects often are shrouded in history
and tradition. For instance, Indian society suffers from great economic disparity which is a resultof unequal distribution of resources owing to its deep colonial history. Learners wereencouraged to ask questions to develop knowledge and comprehension. This classroom activity
followed the final stage of demonstrating understanding. Learners were given a week toresearch historical and cultural beliefs that may have led to the specific issues in the country. Inaddition, they needed to prepare a performance that could display their understanding of theissue.
The third week’s lesson began with the performances. Long (2013) argues that critical thinking
is a process that consists of a set of skills rather than a single skill. Moreover, the tendency ofeducators to assess Asian students using a single skill (i.e. voicing opinions) as the primaryevaluative measure has been criticized by Long. Learners chose from a variety of performances.
Poster presentations, PowerPoint presentations, role-play discussions, debates, and rap weresome of their preferred ways. The performances followed a general classroom discussion wherelearners could ask questions freely to each other.
RESULTS AND DISCUSSIONSAt the end of nine weeks, learners were given a week to turn in their evaluation forms (seeAppendix A). Appendix C contains an accurate breakdown of the figures. The majority oflearners chose either 1 or 2 for statements 1, 2, 3, and 5. For statement 4, a mixed response wasreceived. 40% of the class expressed dissatisfaction with the online journal approach. In theircomments, they mentioned that they preferred seeing pictures on a more convenient platform,for instance, a LINE group or a Facebook group, etc. 80% chose 2 for statement 7. 30% chose 1,50% chose 2 and 20% chose 3 or 4 for statement 6. Learners mentioned in their comments thatthey wanted extended interaction and regular discussion practice to gain improved levels ofconfidence. 70% of learners chose 2 for statement 8. Almost 80% chose 2 for statement 9 andexpressed a desire to learn more about the countries. For statement 10, 60% of the class chose62

option 3 and some of them mentioned in the comments that they were aware of these issues,
but the class helped them to investigate the reasons and their causes more deeply.
From the researchers’ point of view, increased enthusiasm in the class was observed. In addition,a surge in the number of voluntary participants in leading discussions was observed. Learners
found the pictures engaging and discussions helpful. Some of the learners mentioned in theircomments that the vocabulary scaffolding played a key role in triggering their interest. Criticalthinking is an indispensable part of university education and should be supported by providing
effective cognitive strategies to learners that enable them to process information (Jacob, 2012).
Language scaffolding, thus, contributed to the overall learning experience.
CONCLUSION
The project was implemented in a Japanese academy with the aim and purpose to trigger
interest in issues related to three countries. Cates (1990) asserts that a need to foster aware
learners who can function in future societies is indispensable. The role of critical thinking isprimary in raising cultural competence. As part of the 3-week long project, learners were shown
pictures on a current issue from a specific country, in a certain progression that indicated theirinterrelatedness, cause, and effects, etc. Learners were asked to research the theoreticalunderpinnings that resulted in the issue. This was achieved by introducing the learners to Hall’s
Cultural Iceberg Model.
The results from the evaluation form confirmed a high level of learner engagement and animproved understanding of the social issues. The majority of learners identified language
scaffolding (see Appendix B) as the key to demonstrating and developing their understanding.
However, learners mentioned that they needed more time for discussion in the second week anda better online platform for the first-week picture guessing activity. The critical thinking
approach triggers learners’ interest and can become the prerequisite to investigating social andglobal issues.

REFERENCES
Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31, 7194.
Cates, K. (1990). Teaching for a better world: Global issues in language education. The
Language Teacher, 14(5), 3-5.
Cunningham, L., (2016). Multicultural awareness issues for academic advisors (2nd ed.).
Nacada: The Global Community for Academic Advising.
https://www.nacada.ksu.edu/Resources/Clearinghouse/ViewArticles/Multicultural-a84.aspx
Day, R. (2003). Teaching critical thinking and discussion. The Language Teacher, 27(7), 25-27.

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Durkin, K. (2008). The adaptation of East Asian Masters students to western norms of criticalthinking and argumentation in the UK. Intercultural Education, 19(1), 15-27.
Hall, E. T. (1976). Beyond Culture. Anchor Press.
Jacob, S.M. (2012). Analyzing critical thinking skills using online discussion forums and CCTST.
Procedia—Social and Behavioral Sciences, 31, 805-809.
Kubota, R. (1999). Japanese culture constructed by discourse: Implications for applied
linguistics research and ELT. TESOL Quarterly, 33, 9-35.
Long, C. J. (2013). Teaching critical thinking in Asian EFL contexts: Theoretical issues andpractical applications. The Asian EFL Journal Quarterly, 15(1), 229-234.
M. Scriven and R. Paul, (1987). Critical Thinking Skills. The National Council for Excellence in
Critical Thinking. https://www.criticalthinking.org/pages/defining-critical-thinking/766
Lee, K. S., & Carrasquillo, A. (2006). Korean college students in the United States:
Perceptions of professors and students. College Student Journal, 40(2).

64APPENDIX A Evaluation Form

Date: ________________________
Strongly
Agree

StronglyDisagree

1. I could learn about the issues in the 3 countries

12345

2. The method of watching pictures on the PowerPoint helped
understand the issue clearly

12345

3. I could learn new words that are used to describe problems
in these countries

12345

4. I enjoyed writing my views on the pictures posted on

12345

5. I enjoyed the classroom discussions on the issues

12345

6. I feel more confident about explaining at least 1 issue
in all countries that I learned about

12345

7. I enjoyed presenting on these issues in the classroom

12345

8. I would like to learn about more global problems with thesame method

12345

9. I am more interested in learning about world problems thanbefore

12345

10. I was not aware about these issues before I studied them inclass12345

livejournal.com

11. General feedback. You can use Japanese.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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APPENDIX B Useful Language
Important vocabulary to describe issues in India
1. Economy- 経済
2. Disparity- 格差
3. Economic disparity- 経済格差
4. Diversity- 多様 性
5. Developed city- 先進都市
6. Slums- スラム 街
7. Reservations/ Quota based on caste- カーストに基づくクォータ
8. Equality- 平等
9. Inequality- 不平等
10. Secularism- 世俗 主義
Language for discussion1. I think the issue that this picture communicates is that of …….
2. I see how ………. and …….. are interconnected.
3. I agree with you because………………
4. I’m afraid I disagree because……..
5. My guess is that……….
6. I see how picture 1 impacts ………..

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APPENDIX C Responses on the evaluation form
Statement Statement
No.

Below 33 (Neutral)(Constructive)

Above 3(unconstructive)

1

I could learn about the issues
in the 3 countries
The method of watching
pictures on the PowerPoint
helped to understand theissue clearly
I could learn new words thatare used to describeproblems
in these countries
I enjoyed writing my viewson the pictures posted on
livejournal.com

112403230

125

1097

I enjoyed the classroom
discussions on the issues
I feel more confident about
explaining at least 1 issue inall countries that I learnedabout

2

1

232

321

I enjoyed presenting onthese issues in the classroom
I would like to learn about
more global problems withthe same method
I am more interested inlearning about world
problems than before
I was not aware about theseissues before I studied themin the class

14210

8180

521016102345678

91067