Abstract:

Critical thinking (hereinafter CT) has appeared as a valuable addition to a language learning process, and has become a core element of competences that give meaning and logic for each object (Paul and Elder, 2004; Moon, 2008; Fell & Lukianova, 2015). CT a second problem in Kazakhstani higher education (hereinafter HE) after corruption (Felix, 2011). The root of the problem comes from the Soviet education system which lacked autonomy and independent thinking, was teacher-centered, and focused on memorization, translation and lecturing (Burkhalter & Shegebayev, 2010, 2012; Felix, 2011; Tretyakov & Gersonskaya, 2012; ). As CT is a quite new concept in the Kazakhstani HE system, not all Soviet-trained faculty know what is CT and how to develop it properly, especially in language classrooms.

Taking into account the importance of cultivating CT among students, and trilingual policy (Kazakh, Russian, English) which has been implementing actively in HE, the government set requirements for current educators to improve and develop these life need skills and knowledge among learners. Therefore, the purpose of the research is to explore how university faculty perceive students’ CT development in teaching Kazakh, Russian, and English languages; compare perceptions of CT in each language; and analyze how faculty’s teaching experience impact on their perceptions. In order to reach the goal, it will be pertinent to use qualitative interview-based research approach involving six faculty members teaching Kazakh, Russian, and English languages (two teachers from each language).

The final results of the study will be helpful for: firstly, policy makers to understand most faculty’s perceptions of CT; how they use it in teaching languages; and see any improvements and promotions of the CT concept among teachers in order to ameliorate this field. Secondly, the study would be informative for faculty. As Burkhalter & Shegebayev (2010) found out that if teachers comprehend the notion of CT and know techniques to develop it, they are more likely to apply new methods of teaching replacing traditional one. Therefore, raising this topic among faculty will increase comprehension about CT development in teaching languages, generate new skills, and have more chances for application of CT in their subjects. Moreover, as there is little research and investigations done on CT in Kazakhstani context, the study may contribute to filling in the gap in literature in the research area.

Keywords:

Critical thinking, teaching languages, higher education, critical thinking pedagogy, a critical thinker, Kazakhstani higher education.