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Kim, Eun Jeo. 2018. Criticality: A Framework for Teaching English in EFL Context. English Language and Linguistics 24.1, 123-152. When designing a language class syllabus, focus is commonly given to language acquisition whereas the influence of content and how to handle it are largely ignored. In fact, students constantly face new information and knowledge, the influence of which can make a difference to their thought and judgements. This is especially indisputable when teachers and curriculum developers attempt to foster critical thinking. The present study attempts to describe aspects of criticality as a framework to aid language acquisition and some of the possible interactions. Criticality can be developed as a framework to support teachers at all levels; to develop syllabi, to consider integrative language skills, to manage class, and to suggest mediative questions. The framework takes into account the flow of various topics and critical perspectives as tasks progress, and it accommodates individual, pair, and group work. The broad significance of criticality for class practice and teacher training are dealt with in this study.

Key Words: criticality, critical framework, language acquisition, mediative questions, critical perspectives, critical thinking
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