Detail Framing In-class Debate: Reflection of Academic Debate Practices to the Principles of Language Pedagogy   Oleh:  Sueb, Guk Jenis: Article from Proceeding Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 1059-1063 . Topik: academic debate; language pedagogy; critical thinking Fulltext: FRAMING IN-CLASS DEBATE REFLECTION OF ACADEMIC.pdf (8.1MB) Isi artikel As the paradigm of critical pedagogy is imminent, the needs of both theoretical and practical rationales towards the integration of critical thinking in language learning are demanding. The model to integrate critical thinking in language learning may vary, and academic debate comes up as one of the most complete and adequate practices to uphold language learning as well as critical thinking. The study was conducted through group-focusing observation to some academic debate practices in East Java and Jogjakarta; there was pattern between the debate practice in accommodating critical thinking and principles of language pedagogy. Some adjustments of debate practices into language classroom and proper practical guidance are needed in order to make academic debate would be suitable to maximize language learning and cultivate critical thinking. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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