Il pensiero critico nell’insegnamento delle lingue straniere tra argomentazione e collaborazione comunicativa
DOI:
https://doi.org/10.54103/2035-7680/23204Parole chiave:
pensiero critico; competenza; argomentazione; lavoro di gruppo; descrittori delle lingue straniereAbstract
Le politiche educative nazionali e internazionali insistono sull’importanza del pensiero critico come competenza trasversale di alto valore civico e professionale, oltre che accademico. Le università, in particolare, hanno un ruolo che sta via via assumendo spessore anche pedagogico sullo scenario europeo; di conseguenza devono cogliere nuove sfide formative, legate principalmente a come formare le competenze che la società richiede ai loro studenti. In questo studio trattiamo le difficoltà didattiche della definizione degli obiettivi di formazione del pensiero critico. Per farlo, ci avvaliamo della tradizione dell’insegnamento delle lingue straniere relativa alle competenze argomentativa e di collaborazione in gruppo. Si tratta di due ambiti che negli anni hanno maturato molti descrittori di competenza che intersecano il pensiero critico e che permettono di definirne obiettivi didattici concreti, visibili e graduabili. L’articolo offre gli strumenti per integrare la competenza del critical thinking nell’insegnamento della lingua straniera e sostiene la necessità che la formazione delle competenze diventi una prassi a livello universitario.
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