Constructing critical thinking competence in the EFL context

Abstract EN

This paper addresses the issue of critical thinking in EFL settings from the perspective of the constructivist philosophy of learning.

It explicates the different processes and procedures that enable the fostering of reflective thinking in the classroom and attempts a projection of the paradigm on the Algerian secondary school textbooks.

The results show that the implementation of a reflective paradigm within a constructivist curriculum requires the implication of both the teacher and the learner in terms of process and negotiation.