A Social‐Institutional Perspective on Critical Thinking in English Language Teacher Education Programs: Key Insights

ABSTRACT While critical thinking (CT) is increasingly emphasised in English language education, its integration into English language teacher education (ELTE) programs receives limited attention. This study investigates, through a social‐institutional perspective, the extent to which CT is integrated into two comparable postgraduate degree programs — one in Australia and the other in Vietnam. The former is representative of Applied Linguistics and TESOL programs in norm‐setting inner circle countries, while the latter represents similar programs in expanding circle countries, as described by Kachru's (1985) Concentric Circles model. CT skills, CT dispositions and critical actions were all investigated. Data were collected from unit guides and semi‐structured interviews with lecturers. The results indicated that both programs specified CT as their most important objective, focusing much more on CT skills than CT dispositions, while also delineating potential areas for critical actions. However, while CT skills were more emphasised in the Australian program, CT dispositions and potential areas for critical actions were more explicitly addressed in the Vietnamese program. The comparison between the two programs informs recommendations for better integrating CT into the intended learning outcomes of ELTE programs with a view to ensuring that their learning outcomes promote student learning.