Critical Thinking Instruction in Iran’s ELT Curriculum: To Be or Not to Be?

This study reviews the literature on CT to examine the opposing arguments for and against having CT instruction in TESOL, in general, and Iran’s ELT curriculum, in particular. Different definitions of CT and related skills are explained. Next, related theoretical and empirical studies are reviewed for the purpose of this study. Then, three stances towards the argument of having CT instruction in TESOL are interpreted and discussed: 1) arguments against, 2) arguments in favor, and (3) somewhere in the middle. The third stance is justified to be preferable for Iran’s ELT curriculum in which there is a mismatch between what the policy makers are pursuing and what the teachers and learners need and desire; the policy makers and curriculum planners are after social, cultural, and political conformity whereas the teachers and learners may not necessarily accept what is imposed in the curriculum. This study proposes that CT instruction can be included in Iran’s ELT curriculum but with caution and with respect to the learners’ sociocultural background and context of use. Finally, some implications are proposed and discussed for policy makers and curriculum planners, teachers, and learners.

critical thinking, curriculum development, teaching critical thinking, sociocultural background, English language education policy