The relationship between the critical thinking skills and the academic language proficiency of prospective teachers
By M. Grosser, M. Nel. 2013
98 citations recorded by the source corpus.
We report on the relationships that exist between the critical thinking skills and the academic language proficiency of a group of first-year prospective teachers at a South African university (n = 89). The results revealed the nature of the critical thinking skills as well as the academic language proficiency of the students. Significant correlations between academic language proficiency and making inferences, as well as between academic language proficiency and critical thinking as a general competency, were noted. The article concludes with recommendations on how to enhance critical thinking and language proficiency in the teacher-training curriculum. Keywords: critical thinking ability, critical thinking dispositions, critical thinking skills, improving academic language proficiency, improving critical thinking, language proficiency, outcomes for teacher training, teacher training, teacher training curriculum
View Paper: https://www.semanticscholar.org/paper/ea600f1314e6b1ad82fb45e632b9945c8435bf36
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Citations in the corpus
- Domains and predictors of first-year student success: A systematic review (2018, background): “…2012), higher standardized test scores (small to medium effect sizes; Loes et al., 2012; Nelson Laird et al., 2014), and better proficiency in academic language (for South African students; medium effect size; Grosser & Nel, 2013) were more able to think critically in the first year at university.”