Subject: Critical thinking in the Beginning ESL classroom
Good morning,
I just read a lot, but not all, of the recommended articles on teaching critical thinking authored by Stephen Brookfield.  Thank you very much for the links to these articles.  I think I get it.

I believe that I have unknowingly ventured into this type of teaching in my very Beginning ESL classroom.  I'll describe what I did.

You probably need to know that I'm a 58-year-old white woman and I've been teaching ESL for about 15 years, as a volunteer tutor or paid classroom teacher.  I'm currently a part-time instructor at Austin Community College in Texas.

Before the lesson in question, my students have learned to say "I'm from ___" and to ask "Where are you from?"  I also have taught my students that I'm from Pennsylvania and I'm an American.  We use maps and lots of repetition.  Now for my critical thinking lesson.

I have 10 or 15 colorful photos that I have cut out of magazines.  Each photo is of an individual.  Some of the individuals have characteristics in common, some are very different.  For example, there are different ages, races, genders, income-levels, abilities, emotions, etc.  I'll start out with a few photos of white people who appear to be healthy and wealthy.  I display one photo and I ask my students: "Is this an American?"  They usually say yes.   We continue by looking at photos of people who look different from the first people.  I ask my question "Is this an American?".   If there is disagreement, I'll ask, "Is it POSSIBLE?"  Sometimes we communicate by "I-don't-know" shrugging, and using "so-so" gestures, etc.  Eventually we all agree and repeat the phrase, "It's POSSIBLE."  Some of my pictures are of individuals whose clothing and surroundings seem to indicate that they are not Americans.  If the students insist that it's not an
 American, I'll ask "It's NOT possible?  Why?"  They point out the clues in the photo that tell them that this is not an American.  Usually there is spirited side-talking in L1.  All comments and opinions are acknowledged and are OK by me.  My focus is on teaching the phrase "It's POSSIBLE", plus at least the students hearing the phrase "It's NOT possible".  But I also want them to loosen up any pre-conceived notions about Americans.  The other goal is to get my students used to looking for clues.

I would be interested in feeback from the listserv.  Am I on the right track, or  am I doing some unintended damage?
Thanks again,
Barbara Rotolo-Caballero