DEVELOPMENT OF A SOURCE MATERIAL FOR TEACHING STUDY AND CRITICAL THINKING SKILLS FOR ESL LEARNERS

BOYET L. BATANG1

ABSTRACT
This paper attempted to present a source material for the teaching of study and critical thinking skills for ESL (English as a second Language) Learners. Specifically, it aimed to determine the critical thinking skills which need to be developed among the ESL Learners and develop a sample source material for the teaching of study and critical thinking skills. The study made use of the descriptive method of research. The task was divided into three stages following Johnsons model of materials preparation (Johnson, 1972, Guilot, 2000) which included the design, development, and dissemination stages. Results of the study showed that college students obviously have difficulties in reading the disciplines as reported by English Teachers and the Content Area Teachers, and that the developed prototype materials based on ERICA (Effective Reading in the Content Areas) strategies were promising instruments for attaining reading-to-learn objectives. The material appears suitable, acceptable and effective as viewed and perceived by English teachers and the Content Area teachers. It is recommended that teachers of both language and content subjects are enjoined to use the material so that students will be used to using strategies to develop critical thinking skills. Keywords: critical thinking, content-based language instruction, ERICA (Effective Reading in the Content Areas) Model, reading strategies, source material, prototype material

Introduction Many would claim that a second language is learned most effectively when used as the medium to convey informational content of interest and relevance to the learner. This claim is the rationale underlying content-based second language instruction and, as such, is the premised of this paper. Many years ago, the impetus has led to the development of the content-based movement, looking carefully at past several decades, during which time language educators and researchers argued for specific purpose

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Assistant Professor IV, College of Development Communication and Arts & Sciences, College of Teacher Education, and Technical Assistant to the Executive Officer, Isabela State University, Cabagan, Isabela.

language course, developed procedures for need analyses, designed large-scale second language immersion and bilingual education programs, and looked at language teaching in the broader context of language across the curriculum. Moreover, these seemingly diverse trends, with their broad-reaching pedagogical implications, have gained wide acceptance in language teaching and have served to effectively set the stage for the emergence of content-based instruction as an important trend in second language teaching. (Brinton, Ann Snow, & Wesche, 1989).

Critical thinking helps the students confront the academic demands of schooling. It helps them tackle a variety of school requirements, which require them to think and use language. Educators through the years have recognized the importance of critical thinking in a students life. It is considered as an integral part of the learning process and which may help students realize their full potential as learners. The awareness of the utility of critical thinking that educators, including language arts teachers acknowledge its importance, and now seek ways in developing this skill. Hence, teachers need to have materials which may facilitate the learning process and the development of this skill (Javier, 2000).

The Research Problem This study aimed to present a source material for the teaching of study and critical thinking skills for ESL learners of Isabela State University particularly of the DAT-BAT program of the Provincial Technical Institute of Agriculture. Specifically, it aimed to: 1. Determine the critical thinking skills which need to be developed among the ESL Learners; and 2. Develop a sample source material for the teaching of study and critical thinking skills.

Significance of the Study With the use of content-based instruction, it is hoped that it will serve as a model of modification in preparing instructional materials for teacher training, practicing teacher, teacher trainer, or administrators. Furthermore, in response to the growing popularity of content-based language teaching models in the Philippines and abroad particularly US and Canada, this study including the materials to be developed will provide a rationale for content-based instruction and materials preparation and adaptation.

In addition, this will serve as a course text for English instructors teaching Study and Thinking skills in College as mandated by the Commission on Higher Education (CHED). This will provide the readers, teachers and practitioners information on well-grounded criteria for making effective choices when designing and implementing a content-based instruction.

Review of Related Literature and Theoretical Views about language and language learning served as bases of Content-Based Instruction. Firstly, the belief that language is a tool of communication to express ones attitudes, information feelings, etc. Language is used to narrate an experience, to describe a person, place, thing, or event, to complain about poor service or product, to ask for help, to apologize, to express congratulations and condolences, and other language functions. Since CBI gives emphasis on message or meaning, it is but natural to choose content for a meaningful teaching and language. Based on the 1987 Bilingual education Policy, the natural content for teaching Filipino is Social Studies, Values Education, and other subjects on Filipino Culture as MAPE. On the other hand, English can find content in Science and Technology, not to mention Mathematics (Mendiola, 2002). The other basis of CBI in the belief that Basic Interpersonal Communication Skills (BICS) is different from Cognitive Academic Language Proficiency (CALP) as claimed by Cummins, 1979, cited in Mendiola, 2002). The former is termed as basic because it is developed through socialization, conversation or personal interaction. The learners BICS used greetings, engaging in small talk, expressing emotion and other everyday use of language is inadequate to learn subjects taught in Filipino or English because the academic skills demand a higher level of cognition such as comparison and contrast, inferencing, analysis, synthesis, application and evaluation. For instance, a learners high level of conversation skills does not guarantee his readiness to perform academic tasks such as comparing different religions or forms of government, describing, explaining the process of impeachment, analyzing the peso devaluation, synthesizing on the topic from different references, and evaluating the most efficient way of waste management in ones community.

Methodology Research Design The descriptive method of research was used in this paper. The task was divided into three stages following Johnsons model of materials preparation (Johnson, 1972, Guilot, 2000) which included the design, development, and dissemination stages. In the design stage, it included literature and studies that deal with Content-Based College ESL Instruction, Materials Development and Adaptation in Content-Based Instruction, nature and purposes of critical thinking including language and language teaching which were found in books, journals, magazines, and the web. In the attempt of the researcher to determine the needs of the ESL learners of Isabela State University particularly at the Provincial Technical Institute of Agriculture (PTIA), a survey of reading materials and type of text was conducted, content area Instructors were also considered and discussed; and even observed classes on how they assess the way student handle critical thinking and skills in the classroom. Content are Instructors were considered primary persons who could identify the learning areas where students needed help most, hence, the preparation of the Table of Specifications. The Development stage on the other hand included print resources of authentic texts or realias. These were taken from an agribusiness magazine which the students are familiar with which is not intended to teach language. The texts original features, structures and organizations were retained; no modifications were as it suggested the real passages be used so that the students will rehearse the steps they will perform in real life (Phillips and Shettelesworth, 1978, Guilot, 2000). The materials were made up of three main sections: the Instructors/Teachers guide the Reading-to-Learn Strategies in the form of class exercises and the Authentic Print Resources whereby exploited texts were derived. Instruments The instructors guide included the unit topics, lesson title and source, learning objectives, skills/strategies focused and the presentation plan with instructors activity notes and some comments/remarks. Eight (8) lessons of the study were chosen with focus on agribusiness. The sequential arrangement of the eight (8) lessons was the researchers discretion, there was no strict guidelines followed. The learning objectives were focused on the knowledge while the skills outlined were pointed to the four (4) macro skills: listening, speaking, reading, and writing. The four (4) stages of the Effective Reading in the Content Area (ERICA) model, the Preparing for Reading (Stage 1) Thinking through Reading (Stage 2), Extracting and Organizing (Stage 3) and Translating Information through Writing (Stage 4) were observed for each lesson or area of study. The units followed similar patterns beginning with a structured overview and graphic outline and ending with activities like translating through writing. A time allotment for each

strategy was provided and a strategy for a day. Finally, the dissemination stage included the preparation of the final draft after Content area teachers and English teachers opinions and suggestions have been pursued.

Results and Discussions, Presentation of Materials Lesson 1 Topic : Source :

Plasticulture for Commercial Vegetable Production Granberry, Kelley, Chance, McLaurin, & Harrison, Sanders (Agribusiness Digest, pp. 37-39, February, 1999)

Learning Objectives: 1. Define Plasticulture 2. Describe the scheduling injections 3. Differentiate mobile vs. immobile nutrients 4. Discuss fertilizer injection schedules and drip tube maintenance Skills: Listening Reading Speaking Writing

: : : :

Listening to a farmer regarding commercial vegetable production Acquiring relevant information on commercial vegetable production Discussing the relevance of Plasticulture for commercial vegetable production Distinguishing between mobile vs. immobile nutrients

Lesson Plan Presentation Day 1 Topic Plasticulture Instructors Activity/Notes Stage 1- Preparing for Reading Exercise 1- Structured Overview To be developed by the teacher and students prior to encountering the text 1. Begin by leading students to page 37 of the text and go over the list of topics discussed in the article 2. Let students pick those words related to the topic 3. Arrange these words in a diagram and draw lines between words to indicate relationships. The resulting diagram is a structured overview in reading terms but is also called concept map, word map or semantic map by other disciplines. 4. The structured overview is best built up with the students rather than simply being presented to them. What they build-up by themselves they think through and internalize. Giving them a complete model takes away this thinking and is less productive. Stage 1Preparing for Reading Exercise 2 Graphic Outline 1. The exercise is to be done in class 2. Divide the students into groups. Some boxes have already been filled to help them form the outline easily Stage 1 Preparing for Reading Exercise 3- Vocabulary: Context Clues pp. 37-39 1. Allow individual reading/independent study Stage 2 Thinking through Reading Comments

In cases where you can feel that students do not have enough background knowledge to work with you in creating a structured overview, remember that the more you do, the less they do. The input should be limited to the amount of help, guidance and instruction need

Scheduling Injections

Scheduling Injections

Scheduling

Injections

Exercise 4 Cloze Exercise 1. Students complete this exercise after they have read the entire article of Scheduling Nutrient Injections pp. 37-39

Stage 2 Thinking through Reading Exercise 5 Three Level Guide 1. To be given after the students have finished reading the section on mobile vs. immobile nutrients Drip Stage 3 Extracting and Organizing Maintenance Information Exercise 6 Diagramming 1. Students make a diagram of the different steps on Drip Maintenance Drip Stage 3 in- Extracting and Organizing Maintenance Information Exercise 7 Outlining 1. Outlining teaches students how to distinguish main ideas and supporting details Plasticulture for Stage 4 Translating Information commercial Exercise 8 Translating Information vegetable 1. Before students perform this exercise, production the Critical Discussion students should have read the whole article to be able to relate in the discussion. Mobile vs. immobile

EXERCISES Plasticulture for Commercial Vegetable Production Stage 1 Preparing for Reading Exercise 1: Structured Overview What is Plasticulture? Is the commercialization of vegetable increase through Plasticulture? With the members of your group decide what key words can you think of that would relate to Plasticulture and commercial vegetable production. Connect these words to form logical ideas about it. Stage 1 Preparing for the Reading Exercise 2: Graphic Outline Fill in the boxes with relevant information to complete the outline.

Main Heading
Scheduling of Nutrient

Sub-Heading

Sub-Topic

Injections
Drip Tube

Maintenance

Critical Discussion on Plasticulture for Commercial Vegetable Production

Stage 1 Preparing for Reading Exercise 3: Vocabulary: Context Clues Look for the following words used and explained in the text. Copy the articles explanation and write your own based on what you have read. The first one is done for as example

Word plasticulture

Page 37

Articles explanation Your explanation a process of which frequent fertigation a process to improve of fertilizer to soil surrounding to plant the production of roofs to be effective vegetable

application transplanted mobile nutrients Immobile nutrients fertilizer injection plant tissue testing drip tube particulate Cropping pest control

37 37 37 37 37 38 38 38 38 38

Stage 2 Thinking About Reading Exercise 4 Fill in each blank in the following exercise with a word which you think makes the best sense. Work by yourself try to remember why you chose each word.

The frequent ______ of small amounts of _____ to soil surrounding plants tools has been (1) (2) shown to very effective. However, as with a conventional ______ program, the manager (3)

must decide what, how much and when._______ but not excessive amounts should

(4) be _______ as needed by the crop. The amount of fertilizer scheduled for ___________ (5) (6)

during the growing _______ season should be based on a ________ soil test. _______ (7) (8) (9) of small amounts at timely intervals should ______ the portion of the total recommended (10) amount of ________. (11) Stage 2: Thinking through Reading Exercise 5: Three Level Guide Level 1: Literal Level Put a check mark on statements which the author explicitly mentioned. Be ready to justify answers. __________ 1. A successful managed fertilizer program ensures that nutrient deficiencies do not reduce quality. __________ 2. Nutrients such as phosphorous and certain micronutrients that do not readily leach from the soil. Level 2: Interpretive Level Tick those statements which you think the text implicitly discussed. Be ready to explain your reasons. __________ 1. Approximately 20 percent of the recommended nitrogen and potassium is applied.

__________ 2. Injection of nitrogen and potassium can be delayed about two weeks.

Level 3: Applied Level

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Mark those statements which you think the authors would agree with. Br ready to explain why> __________ 1. Leachable nutrients such as nitrogen and potassium can be effectively provided by drip fertigation. __________ 2. If no preplant nitrogen and potassium is applied fertigation should begin immediately after transplanting.

Stage 3 Extracting and Organizing Information Exercise 6: Diagramming Make a diagram of the four (4) steps in Drip tube Maintenance. Steps Description

Stage 3 Extracting and Organizing Information Exercise 7: Outlining Outline the different steps in Drip tube Maintenance. Write down main concepts about each and their corresponding details. I. Particulate Matter Main Idea

1_____________________________________________________ ____________________________________________________ Supporting Details a. _____________________________________________ b. _____________________________________________ c. _____________________________________________ II. ________________ Main Idea 1. _____________________________________________ _____________________________________________ Supporting Details a. _____________________________________________ b. _____________________________________________ c. _____________________________________________

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1. ______________________________________________ ______________________________________________ Supporting Details a. _____________________________________________ b. _____________________________________________ c. _____________________________________________ IV. _______________ Main Idea 1. _____________________________________________ Supporting Details a. _____________________________________________ b. _____________________________________________ c. _____________________________________________

III. _______________ Main Idea

Stage 4 Translating Information Exercise 8: Translating through Writing You have read the entire article entitled Plasticulture for commercial vegetable production on pages 37-39. Give a short description on the processes involved. Why do you think these processes are important? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________ Conclusions: Based on the assessment made, the college students have difficulties in reading the disciplines as reported by English teachers and content area teachers; that the developed

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materials based on ERICA strategies are promising instruments for attaining reading-to-learn objectives. The materials appear suitable, acceptable, and effective as viewed by English and Content Area teachers.

Recommendations Based on the conclusions made, it is recommended that the English teachers should make use or adapt these materials to suit the learning needs of his/her students. The students may endeavor to think and how to think when they study a text or a situation. Teachers of both language and content subjects are enjoined to use these materials so that the students will be used to using strategies to develop critical thinking skills.

BIBLIOGRAPHY Brinton, D. M., Snow Ann, M., and Wesche, M. B. 1989. Content-Based Second Language Instruction. Newbury House Publishers. Granberry, K. Chance, M, & Harrison, S. 1989. Plasticulture for Commercial Vegetable Production Agribusiness Digest, pp. 37-39. Guilot, C. D. 2000. Development of ERICA (Effective Reading in the Content Areas) Based Prototype Materials. Unpublished Masters Thesis, Philippine Normal University, Manila. Javier, M. M. 2000. Sample Exercises for the Development of Students Ability to Read Critically. Unpublished Special Project. Philippine Normal University, Manila. Johnson, F.C. 1972. The Design, Development, and Dissemination of Instructional Materials University of Papua New Guinea. Regional English Language Centre. Singapore. Mendiola, C.M. 2002. Assumptions, Research Bases, and Models of Content-Based Instruction. Paper read during the In-service Training Program on Making Connections through Content-Based Language Instruction in English and Filipino. Philippine Normal University, Manila.

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