Fostering Critical Thinking and Creativity Through English Language Teaching
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This article examines the integration of critical thinking and creativity into English language teaching (ELT) in secondary schools. The study, conducted during a teaching placement, employed qualitative methods including classroom observations, teacher interviews, and student questionnaires. Participants were pupils of grades 7–9 with varying levels of English proficiency, as well as their teachers. The findings demonstrate that activities such as debates, storytelling, project-based learning, and text/media analysis significantly enhance both language competence and soft skills development. Debates fostered analytical and argumentative abilities, while storytelling stimulated imagination and self-expression. Project-based learning promoted teamwork, communication, and problem-solving, whereas text/media analysis developed critical literacy and cultural awareness. Teachers emphasized the importance of scaffolding tasks to match proficiency levels, ensuring accessibility for all learners. Students reported increased motivation and engagement, highlighting the real-life relevance of these activities. The discussion identifies CLIL and Task-Based Learning as effective pedagogical approaches for balancing linguistic and cognitive objectives. The article concludes that ELT can serve as a transformative practice, preparing learners for academic success and active participation in modern society. Future research should explore long-term effects, teacher training, and comparative studies of international practices.
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