An Exploration of Teaching Critical Thinking Skills through a Novel in an English First Additional Language Classroom

A Case of South African Rural Public Secondary School

Abstract

Scholars point to the value of the literary text as an effective stimulus for learners to think critically and express their feelings and ideas in a language in integrating literature in the language classroom. The benefits of literature for developing learners’ critical thinking skills and creativity have been highlighted by a number of researches (Alvarez, Calvete, & Sarasa, 2012; Bobkina & Dominguez, 2014; Bobkina & Stefanova, 2016; Fernandez de Caleya, Bobkina & Sarto, 2012; Ghosn, 2002). Against this background, this study investigated investigate challenges faced by grade 10 learners at a rural public secondary school in Mankweng circuit in Capricorn North District, Limpopo province, South Africa in analysing novel. This study was guided by Rosenblatt’s (1982) Literary Transaction Theory which transformed the landscape of literary instruction. Semi-structured in-depth interviews and classroom observation were used to collect data. The findings of this study show that literature helps the learners to understand the meaning of the literary text by drawing from multiple interpretations and perspectives from classmates as way of developing their critical thinking skills. This study recommends the use of high order of thinking as a strategy when teaching literature and a further investigation to explore the efficiency of critical thinking approaches in teaching different subject areas.