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Lista de candidatos sometidos a examen:
1) critical thinking (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: critical thinking


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt262 - : It seems that even though teaching preparation courses often incorporate a call for reflective teaching in their trainees, which takes the form of systematic sessions where thought-provoking scenarios result in practices interrogated and innovative pedagogical treatments, lecturers do not equally interrogate the tenets supporting their own teaching. As a way of illustration, a quick glance at the descriptors of the English teacher preparation courses in Chile reveals that concepts such as critical thinking and reflective teaching recur without respite, which raises questions relating to the depth and breadth of the (recurrent) concepts used: Either all of the programmes are equally of prime excellence, an argument that collides head-on with the mandatory accreditation process that such programmes must undergo in Chile and the ensuing diverse results, or crucial concepts such as those mentioned above are void of true meaning .

2
paper CO_ColombianAppliedLinguisticsJournaltxt138 - : Through the project work implementation two critical thinking skills were evidenced with the third grade students: Recalling information and explaining ideas . "Recalling" refers to the ability to evoke, remember, use memory, and repeat information learned at any moment; in other words, it involves recalling relevant knowledge from long-term memory. This can be noticed in the following excerpt:

3
paper CO_ColombianAppliedLinguisticsJournaltxt82 - : The program includes four units made up of workshops. Every topic included activities planned and named (See [28]Table 1) according to specific objectives. Taking into account that workshops were written in English for facilitating students reading comprehension, many related icons, pictures, and a visual glossary were included. Each workshop contained activities that allowed students to work at three phases of critical thinking skills namely: initial, subsequent and final . Each phase incorporated two levels of the revised Bloom's taxonomy. [29]Table 2 displays the units' distribution.

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paper CO_ColombianAppliedLinguisticsJournaltxt82 - : Students' development of critical thinking skills and the use of images and their different forms of communication were registered in three instruments: artifacts, questionnaires and field notes .

5
paper CO_ColombianAppliedLinguisticsJournaltxt185 - : Planning, generating, and producing were also critical thinking skills that learners developed when they performed the urban legends on stage, as happened for instance when they planned and role- played a different version of the urban legend "The Fatal Cake":

6
paper CO_ColombianAppliedLinguisticsJournaltxt185 - : Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction . Millbrae, CA: The California Academic Press. [ [49]Links ]Facione, P. A. (2007). Critical thinking: What it is and why it counts. Millbrae, CA: California Academic Press. Retrieved on April 5thfrom: [50]http://www.insightassessment.com/pdf_files/what%26why2007.pdf%C2%96 [ [51]Links ]

7
paper CO_ColombianAppliedLinguisticsJournaltxt69 - : Additionally, while we were "teaching" students to think critically – given that we all appeared to conceive academic writing as inevitably inextricably linked to critical thinking – we had not reflected on a number of fundamental issues: (a) How did we understand writing: as a process, product, or both ? (b) If our teaching instruction included tasks such as outlines (a product that is fabricated in the pre-writing stage), why was our assessment exclusively based on the final product? (c) What were the perceptions of students regarding one, academic writing, and two, our assessment criteria? (d) To what degree did the way we assess the final product facilitate or hinder students' developmental writing process? (e) How motivating was it for students that the 15-week academic writing course was based on North American culture?

8
paper CO_ColombianAppliedLinguisticsJournaltxt69 - : The participant above understood that critical thinking goes beyond generalizations of a black and white nature: it requires thinking critically by analyzing the "gray shades" and adopting balanced views – what Facione (1998 ) describes as being "open-minded, flexible, fair-minded in evaluation…" (in Pineda, 2003, p.10).

9
paper CO_Íkalatxt98 - : Paul and Elder (2004) offer the following definition of critical thinking: It is the ''kind of thinking about any subject, content, or domain that improves itself through disciplined analysis and assessment . The analysis requires knowledge of the elements of thought; assessment requires knowledge of the standards of thought'' (p. 6). Finally, critical thinking, as stated by Scriven and Paul, is the intellectual process of ''conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication'' (as cited in The Center for Critical Thinking, n. d., para. 2) Ideally, critical thinking is the ability to engage in purposeful thought with the goal of eliminating personal and social biases.

10
paper CO_Íkalatxt98 - : The last model, DeBono's Thinking Hats, was designed by DeBono (1985). He supplied the following standpoint of critical thinking: It is the ultimate human resource, yet students can never be satisfied with the most important skill . No matter how good students become at thinking, the ultimate goal is to become better. Therefore, he offered six Thinking Hats as a model for integrating critical thinking. The development of critical thinking skills are imperative, and must become habits of the mind. DeBono (1985), separates thinking into six distinct modes, identified with six colored Thinking Hats, white, red, black, yellow, green, and blue. When engaging in white hat thinking, students should only focus on facts, figures, and objective information. An illustration would be students determining what facts are needed to solve a problem or answer a question. The red hat centers around emotions and feelings, and students should only focus on those representations during this mode of thinking. An

11
paper CO_Íkalatxt98 - : A companion to the CCTST is the California Critical Thinking Disposition Inventory (CCTDI), which consists of 75 Likert-type items, designed to reflect the critical thinking dispositions of truth-seeking, open-mindedness, analyticity, systematicity, critical thinking confidence, inquisitiveness, and maturity (P. Facione, N. Facione, & Sanchez, 1992). It addresses 3 of the 10 habits of mind nursing schools espouse as important to critical thinking: open-mindedness, confidence, and inquisitiveness .

12
paper CO_Íkalatxt98 - : Based on the APA's definition of critical thinking, the Minnesota Test of Critical Thinking (MTCT) is ''designed to measure both critical thinking skills and a key disposition of critical reasoning: the willingness to critically evaluate arguments which are congruent with one's own goals and beliefs'' (Edman, Bart, Robey, & Silverman, 2000, p . 3).

13
paper CO_Íkalatxt98 - : 22. Paul, R. (1995). The critical connection: Higgher order thinking that unifies curriculum, instruction, and learning. In J., Willsen, & A., Binker (Eds.), Critical thinking: how to prepare students for a rapidly changing world (pp . 103–151). Santa Rosa, CA: Foundation for Critical Thinking. [ [50]Links ]

14
paper CO_Íkalatxt178 - : El estudio contempla dos variables continuas, HPC y CL en ILE. Se concibió el pensamiento crítico como "un pensamiento razonable y reflexivo, cuyo enfoque es decidir entre lo que se debe creer o no" (Ennis, 2011, p. 1). Estavariable se operacionalizó por medio de las respuestas de los estudiantes al The Ennis–Weir Critical Thinking Essay Test: An Instrument for Testing and Teaching —CTET— (Ennis y Weir, 1985 ).

15
paper CO_Íkalatxt178 - : Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities . Revised version of a presentation at the Sixth International Conference on Thinking at MIT, Cambridge, MA, july, 1994. Last revised May, 2011. Recuperado de: [66]http://faculty.education.illinois. edu/rhennis/documents/TheNatureofCritical Thinking_51711_000.pdf [ [67]Links ]

Evaluando al candidato critical thinking:


2) skills: 6
3) teaching: 6 (*)
4) academic: 5
6) facione: 5
9) assessment: 4
10) ennis: 4
12) concepts: 3
13) revised: 3
14) hats: 3
15) paul: 3
17) recalling: 3
20) critically: 3

critical thinking
Lengua: eng
Frec: 396
Docs: 110
Nombre propio: 4 / 396 = 1%
Coocurrencias con glosario: 1
Puntaje: 1.687 = (1 + (1+5.61470984411521) / (1+8.63299519714296)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
critical thinking
: 1. Beyer, B. (1995). Critical thinking. Bloomington, IN: Phi Delta Kappa Educational Foundation.
: 10. Edman, L., Bart, W., Robey, J., & Silverman, J. (2000). The Minnesota test of critical thinking: development, analysts, and critical issues. Paper presented at a meeting of the American Psychological Association, Washington.
: 12. Ennis, R. (1998). Is critical thinking culturally biased? Teaching Philosophy, 21(1), 15-33.
: 13. Ennis, R., Millman, J., & Tomko, T. (1985). Cornell critical thinking test level X and Level Z manual (3rd.). Pacific Grove, CA: Midwest Publications.
: 14. Ennis, R., & Weir, E. (1985). The Ennis-Weir critical thinking essay test. Pacific Grove, CA: Midwest Publications.
: 15. Facione, P. (1990). Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations. Newark, DE: American Philosophical Association.
: 16. Facione, P., & Facione, N. (1992). The California critical thinking skills test: test manual. Millbrae, CA: California Academic Press.
: 18. Halpern, D. (1998). Teaching critical thinking for transfer across domains: dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455.
: 19. Oliver, H., & Utermohlen, R. (1995). An innovative teaching strategy: using critical thinking to give students a guide to the future. (Eric Document Reproduction Services No. 389 702)
: 21. Paul, R. (1992). Critical thinking: what every person needs to survive in a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
: 23. Paul, R. (2004). The state of critical thinking today: as the organizer in developing blueprints for institutional change. Retrieved from [51]http://www.criticalthinking.org/professionalDev/the-state-cttoday.cfm
: 24. Paul, R., & Elder, L. (2004). Critical thinking . . . and the art of close reading, Part III. Journal of Developmental Education, 28(1), 36–37. Retrieved from Academic Search Premier database. (AAT 14576885).
: 25. Paul, R., Elder, L., & Bartell, T. (1997).California teacher preparation for instruction in critical thinking: research findings and policy recommendations. the foundation for critical thinking. Dillon Beach, CA: Foundation for Critical Thinking
: 27. Walker, G. (1997). Teaching critical thinking skills. Retrieved from [56]http://academic.udayton.edu/legaled/ctskills/ctskills01.htm#Centera
: 28. Watson, G., & Glaser, E. (1964). Watson-Glaser critical thinking appraisal manual. New York, NY: Harcourt, Brace, and World.
: 29. Watson, G., & Glaser, E. (1980). WGCTA Watson-Glaser critical thinking appraisal manual: forms a and b. San Antonio, TX: The Psychological Corporation
: 9. Halpern, D. (2014) An Introduction to Critical Thinking. New Jersey: LEA.
: Al-Hammadi, F. (2010). The impact of multimedia on critical thinking and writing of Saudi secondary school students. Information technology journal, 9, 11-19.
: Aloqaili, A. S. (2012). The relationship between reading comprehension and critical thinking: A theoretical study. Journal of King Saud University-Languages and Translation, 24(1), 35-41. [125]https://doi.org/10.1016/j.jksult.2011.01.001
: Bean, J. (2011). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom (2.^a ed.). San Francisco, ca: JosseyBass.
: Black, M. (1946). Critical thinking: an introduction to logic and the scientific method. Trenton: Prentice Hall Philosophy Series.
: Bowel, T. & Kemp, G. (2002). Critical thinking: a concise guide. Oxon: Routledge.
: Braga, L. (2008). Designing reading tasks to foster critical thinking. Ilha do Desterro Journal, 38, 83-90.
: Bruce, I. (2018). The textual expression of critical thinking in PhD discussions in Applied Linguistics. ESP Today. Journal of English for Specific Purposes at Tertiary Level, 6(1), 2-24. [326]https://doi.org/10.18485/esptoday.2018.6.1.1
: Chaffee, J., McMahon, C. & Stout, B. (2002). Critical thinking, thoughtful writing: A rhetoric with readings. Boston: Houghton Mifflin Company.
: Choy, S. C. y Oo, P. S. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom. International Journal of Instruction January, 5(1), 167-182.
: Citation / Para citar este artículo: Gómez, L. F. & Leal, M. (2015). Transactional Reading in EFL learning: A path to promoting critical thinking through urban leyends. Colomb. Appl. Linguist. J. 17(2), pp. 229-245.
: Cottrell, S. (2005). Critical thinking skills: Developing effective analysis and argument. New York: Palgrave McMillan.
: Critical Thinking Community (1997). Critical Thinking: Basic Theory & Instructional Structures. Sonoma State University, California.
: Danaye, M., Tahriri, A., & Haghighi, S. (2015). The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension. Journal of the Scholarship of Teaching and Learning, 15(4), 21-40. [137]https://doi.org/10.14434/josotl.v15i4.13191
: Darby, M. (2007). Debate: A teaching-learning strategy for developing competence in communication and critical thinking. Journal of Dental Hygiene, 81(4), 1-12.
: Davidson, B. y Dunham, R. (1997). Assessing EFL student progress in critical thinking with the Ennis-Weir Critical Thinking Essay Test. JALT Journal, 19(1), 43-57.
: Davis-Seaver, J., & Davis, J. (2000). Critical thinking in young children. Canada: The Edwin Mellen Press.
: Downs, D. (2000). Rethinking Dogma: Teaching critical thinking in freshman composition. Paper presented at the Annual Meeting of the National Council of Teachers of English. Milwaukee, Wisconsin, November 16-21.
: Facione, P. (1998). Critical thinking: What it is and why it counts. Retrieved from [50]http:/insightassessment.com/pdffiles/what/&why98.pdf.
: Fahim, M. y Sa'eepour, M. (2011). The impact of teaching critical thinking skills on reading comprehension of Iranian EFL learners. Journal of Language Teaching and Research, 2(4), 867-874.
: Fahim, M., Bariesteh, H. y Vaseghi, R. (2012). Effects of critical thinking strategy training on male/female EFL learners' reading comprehension. English Language Teaching, 5(1), 140-145.
: Fisher, A. & Scriven, M. (1997). Critical thinking. Its definition and assessment. Point Reyes, CA: Edgepress and Norwich, U.K. Centre for Research in Critical Thinking, University of East Anglia.
: Frechette, J. L. (2005). Critical thinking for the cyberage. In Schwarz, G. & Brown, P. U. (Eds.), Media literacy: Transforming curriculum and teaching (pp. 100-118). Blackwell. [97]https://doi.org/10.1111/j.1744-7984.2005.00007.x
: Fúnquen, A. & Jiménez, P.K. (2013). Implementing Tasks that Stimulate Critical Thinking in EFL Classrooms. Cuadernos de Lingüística Hispánica, (21), 143 - 158. [73]https://doi.org/10.19053/0121053X.1955.
: Ghaemi, H. y Taherian, R. (2011). The role of critical thinking in efl teachers' teaching success. Modern Journal of Applied Linguistics, 3(1), 8-22.
: Gokhale, A. (1995). Collaborative Learning Enhances critical thinking. Journal of Technology Education, 7(1), 22-30.
: Halpern, D. (1984) An Introduction to Critical Thinking. New Jersey: LEA
: Hashemi, M. y Zabihi, R. (2012). Does critical thinking enhance EFL learners' receptive skills? Journal of Language Teaching and Research, 3(1), 172-179.
: Hosseini, E., Khodaei, F. B., Sarfallah, S., & Dolatabadi, H. R. (2012). Exploring the relationship between critical thinking, reading comprehension and reading strategies of English university students. World Applied Sciences Journal, 17(10), 1356-1364.
: Hunter, D. (2009) A practical guide to critical thinking. John Willey and Sons Inc.
: In optimizing classroom conversations, the publication of ^[91]Zwiers and Crawford (2011) on academic classroom discussion and fostering critical thinking gives any content teacher ample ideas.
: Karbalaei, A. (2012). Critical thinking and academic achievement. Íkala, 17(2), 121-128.
: Keller, J. (2008). Questions first: Introducing critical thinking using the text analysis matrix (TAM). The Journal of Scholarship of Teaching and Learning, 8(2), 11-24.
: Khandaghi, M. y Pakmehr, H. (2012). Critical thinking disposition: A neglected loop of humanities curriculum in higher education. Cypriot Journal of Educational Sciences, 7(1), 1-13.
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: Liaw, M. (2007) Content-Based Reading and Writing for Critical Thinking Skills in an EFL Context en English Teaching and Learning 31.2 (45-87)
: Livingston, J. (1999). Task in critical thinking. New Yersey: Educational Testing Service Press.
: Malaver, C. (2007). Analyzing students' critical thinking skills in the process of solving problems through peer interaction. Unpublished master's thesis, Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.
: Malof Avedaño, C. E., & Housset Fonseca, M. (2009). Use of discourse analysis to enhance students' critical thinking skills. Zona próxima: revista del Instituto de Estudios Superiores en Educación, 10, 36-49.
: Martínez, A., & Niño, P. (2013). Implementing tasks that stimulate critical thinking in EFL classrooms. Cuadernos de Lingüística Hispánica, (21), 143-158.
: McBrien, J. L. (2005). Uninformed in the information age: why media necessitate critical thinking education. In Schwarz, G. & Brown, P. U. (Eds.), Media literacy: Transforming curriculum and teaching (pp. 18- 34). Blackwell. [112]https://doi.org/10.1111/j.1744-7984.2005.00003.x
: Mehta, S. R. y Al–;Mahrougi, R. (2015). Can thinking be taught? Linking critical thinking and writing in an EFL context. RELC Journal, 46(1), 23-36.
: Moghaddam, M. y Malekzadeh, S. (2011). Improving L2 writing ability in the light of critical thinking. Theory and Practice in Language Studies, 1(7), 789-797.
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: Niño, A. (2004). The role of critical thinking in the development of thematic units in an EFL context. (Thesis). Bogotá: Universidad Distrital Francisco José de Caldas.
: Norris, S. & Ennis, R. (1989) Evaluating Critical Thinking. In R. J. Schwartz & D. N.
: Nosich, G. (2009). Learning to think things through: A guide to critical thinking in the curriculum. Columbus, OH: Pearson.
: Paul, R. & Elder, L. (2005). The Miniature Guide to Critical Thinking Concepts and Tools. Dillon Beach CA; Foundation for Critical Thinking.
: Paul, R. (1984). Critical Thinking: Fundamental to Education for a Free Society. Educational Leadership, (42), 4-14.
: Paul, R. (1993). Critical thinking: What Every Person Needs to Survive in a Rapidly Changing World. (3rd ed.), Rohnert Park, California: Sonoma State University Press.
: Paul, R. y Elder, L. (2006). The miniature guide to critical thinking: concepts and tools. Dillon Beach, C.A.: The Foundation for Critical Thinking.
: Paul, R., & Eider, L. (2005). Critical thinking competency standards: Foundation for critical thinking. Location: Publisher.
: Peachey, N. (2016). Exploiting Infographics for Digital Literacy and Critical Thinking. Kent, UK: Peachey Publications
: Pineda, B. C. & Núñez, P. A. (2001). Getting in touch with reality: an English curriculum to boost students’ critical thinking skills and interest in global issues. HOW Journal, 9(1), 34-39.
: Pithers, R. & Soden, R. (2000). Critical Thinking in Education: A Review, Educational Research. 42 3, 237-249.
: Preiss, D. et al. (2013). Assessment of argumentative writing and critical thinking in higher education: Educational correlates and gender differences, Learning and Individual Differences, 28, 193-203.
: Rezaei, S., Derakhshan, A. y Bagherkazemi, M. (2011). Critical thinking in language education. Journal of Language Teaching and Research, 2(4), 769-777.
: Rodríguez (2013) have analyzed that culture is often taught uncritically because it only focuses on its surface and celebratory level and, therefore, it fails to promote critical thinking and reflective knowledge in the EFL classroom.
: Rozakis, L. (1991) Reproducibles, Activities And Ideas To Develop Critical Thinking For the Middle and Upper Grades. Scholastic, Professional Books, New York.
: Ruiz, S. (2013). Working by projects. A way to enrich critical thinking and the writing process in a third grade EFL classroom. Colombian Applied Linguistics Journal, 15(2), 205-220. [104]https://doi.org/10.14483/udistrital. jour.calj.2013.2.a04
: Scriven, M. y Paul, R. (1987). Critical thinking as defined by the National Council for Excellence in Critical Thinking. The Critical Thinking Community. Recuperado de: [107]http://www.criticalthinking.org/pages/ defining-critical-thinking/766
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: Taglieber, L. (2000). Critical reading and critical thinking. The state of the art. Ilha do Desterro Journal, 38, 15-37.
: Talebinezhad, M. R. & Matou, Z. (2012). EFL reading comprehension textbooks at university level: A critical thinking perspective. Theory and Practice in Language Studies, 2(8), 1746-1754.
: Terrace, P. (1997) Critical Thinking and Literature-Based Reading. (pp.2-6). Madison: The Institute for Academic Excellence.
: The Cornell Critical Thinking Tests (CCTT) have two forms, X and Z, designed to measure a wide range of critical thinking abilities (i.e., induction, deduction, value judgment, observation, credibility, assumptions, meaning) (Ennis, Millman, & Tomko, 1985).
: Tung, C. y Chang, S. (2009) Developing Critical Thinking Through Literature Reading. Feng Chia Journal of Humanities and Social Sciences N° 19, (p.p. 287-317). Taipei: Feng Chia University.
: Véliz, L., & Véliz-Campos, M. (2018). An interrogation of the role of critical thinking in English language pedagogy in Chile. Teaching in Higher Education 24(1), 47-62. [264]https://doi.org/10.1080/13562517.2018.1456424
: Yang, Y. C., Chuang, Y., Li, L., y Tseng, S. (2013). A blended learning environment for individualized English listening and speaking integrating critical thinking. Computers & Education, 63, 285-305.
: Zwiers, J., & Crawford, M. (2011). Academic conversations. Classroom talk that fosters critical thinking and content understandings. Portland, ME: Stenhouse.
: Üstünlüoglu, E. (2004) Language Teaching Through Critical Thinking and Self-Awareness. Forum 42(3), 2-7.