Posiciones criticas en el aula de ingles como segunda lengua mediadas por musica

Abstract

Abstract The following project discusses how teachers can promote critical thinking and generate critical positions in the ESL classroom through activities mediated by music. The project is a qualitative research that follows a task-based methodology in order to identify, analyze, describe and categorize the critical positions that could emerge. The following document presents six chapters. The first chapter presents the general introduction, the statement of the problem, the justification and the questions and objectives. The second chapter describes and explains the theoretical constructs that support the study and provides an overview of related literature. The third chapter explains and describes the instructional design. The fourth chapter explains and describes the research design. The fifth chapter presents the results and findings and the final chapter presents the conclusion and pedagogical implication. Furthermore, this paper provides a clear methodology which can be used and adapted by ESL teachers in several contexts in order to promote and successfully implement critical thinking development inside their classrooms.