Abstract:

In recent years, educators have emphasized the important role of critical thinking in university instruction. In foreign language classes, particularly, the ability to think critically has become a crucial attribute expected of university graduates. Teachers need to consider the development of critical thinking in designing foreign language curricula because language development and thinking are closely related, and the teaching of higher-order thinking like critical thinking is very effective for students’ achievement and success in the 21st century. In Algeria, critical thinking has not yet permeated across EFL (English as a Foreign Language) university curriculum and many English language classes fail to teach critical thinking. Educational and sociocultural surrounds could have important implications for the development of critical thinking among EFL university students. This paper reviews first the concepts of critical thinking and cultural conditioning. Then, it examines the extent to which culture exerts an influence on the teaching and learning of critical thinking in EFL tertiary education in Algeria. To this end, qualitative research interviewing is used as a method for data collection.

Keywords:

Critical thinking, culture, cultural conditioning, EFL, Higher Education, Algeria.