INTEGRATION OF A WESTERN-CENTRIC CONCEPT OF CRITICAL THINKING INTO EFL CLASSES IN UZBEKISTAN: A CULTURAL APPROACH
Abstract
This article explores the integration of Western-centric critical thinking concepts into English as a Foreign Language (EFL) classes in Uzbekistan, emphasizing the cultural nuances that affect the adaptation process. By analyzing both Western and Uzbek educational paradigms, the paper aims to highlight effective strategies for incorporating critical thinking skills while respecting local cultural values and educational practices.
References
Professional Development: Provide EFL teachers with training on critical thinking concepts and culturally responsive teaching
strategies.
Resource Development: Create educational materials that blend Western critical thinking activities with Uzbek cultural contexts.
Curriculum Design: Develop a curriculum that gradually introduces critical thinking skills, allowing students to acclimate to new
learning styles.
Community Engagement: Educate parents and the broader community about the benefits of critical thinking to garner support for
these pedagogical changes.
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