NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1135096
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: EISSN-2227-7102
Debating the Capabilities of "Chinese Students" for Thinking Critically in Anglophone Universities
Lu, Siyi; Singh, Michael
Education Sciences, v7 Article 22 2017
There are media and research reports of international students from the People's Republic of China as being deficient in the capabilities for thinking critically. This paper argues for a shift in the frame for researching their critical thinking, moving the focus from the ethno-national label of "Chinese students" to "multilingual students" and their full linguistic repertoire. This opens up possibilities for exploring definitions of modes of critical thinking in Zhongwen (the official language of China) and English, and the importance of critical thinking in higher education in Australia, China and elsewhere. Attention then turns to constructions of "Chinese students" as uncritical, with explanations for their learning deficit including poor English language proficiency, lack of relevant knowledge, inappropriate assessment and deficiencies in China's educational system. This paper concludes by suggesting research into post-monolingual education may find a theoretic-pedagogical framework that sees multilingual students use their full linguistic repertoire to develop modes of critical thinking while dealing with the tensions posed by English-only monolingual education.
MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A