Developing Critical Thinking through English Language Learning: A Pedagogical Pathway for Bilingual Education at IED del Barrio Simón Bolívar

 This article explores the pedagogical restructuring undertaken by Institución Educativa Distrital del Barrio Simón Bolívar (IED Simón Bolívar) in Barranquilla, Colombia, to align its English teaching practices with the national bilingualism policy and the communicative competence standards set by the Ministry of National Education. Emphasis is placed on developing critical thinking skills in fifth-grade learners as an essential dimension of language learning and human development. Grounded in applied linguistics and educational psychology, this work proposes strategies to foster learners’ reflective, autonomous, and communicative capacities within a realistic school context.

Introduction

The Ministry of National Education (MEN, 2006) established that students in grades four and five should achieve communicative competence at A2 level, consolidating and refining this proficiency in grades six and seven. However, the local realities of many public schools—such as cultural, economic, and social inequalities—often hinder the fulfillment of these standards. At IED del Barrio Simón Bolívar, these challenges are amplified by the limited time allocation for English instruction in primary grades—only two hours per week—which restricts sustained language exposure and practice.

Recognizing these contextual limitations, the school’s bilingualism team and English teachers collaboratively reviewed the national proficiency expectations to design a more attainable and context-sensitive framework, ensuring gradual progress toward bilingual competence by 2030. This revision aligns with the District of Barranquilla’s Bilingualism Policy 2030 and reflects a commitment to linguistic equity and educational justice.

Revised Framework for Communicative Competence

The pedagogical revision (Table 1) proposes adjusted proficiency goals from Pre-A1.1 in early grades to B1.2 by the end of secondary school. This trajectory allows for gradual language development, matching the cognitive, emotional, and contextual realities of learners.

Grade Level	2023–2024	2025–2026	2027–2030
Transition–1st	Pre-A1.1	Pre-A1	A1.1
2nd–3rd	Pre-A1.2	A1.1	A1.2
4th–5th	A1.1	A1.2	A2.1
6th–7th	A1.2	A2.1	A2.2
8th–9th	A2.1	A2.2	B1.1
10th–11th	A2.2	B1.1	B1.2

This framework prioritizes doing things with words—a functional approach inspired by communicative language teaching (Richards, 2006)—so that students use English as a tool for authentic communication, not merely as a subject to be memorized. The goal is to foster agency, creativity, and critical awareness through language use.

Critical Thinking as a Pedagogical Objective

In today’s fast-paced, information-saturated world, critical thinking has become a non-negotiable skill for education (Facione, 2020; Paul & Elder, 2014). Within the fifth-grade English classroom, this study aims to cultivate students’ ability to analyse, reason, reflect, and make decisions—not simply repeat information. Learners are encouraged to question assumptions, compare perspectives, and construct meaning through dialogue and interaction.

As one teacher noted during planning sessions, “The goal is not for students to memorize what we say, but to think for themselves using the language they are learning.” This humanistic perspective aligns with Freire’s (1970) notion of education as liberation, where learning becomes a process of inquiry, reflection, and transformation.

Research Questions

The study is guided by two key research inquiries:

1. What pedagogical strategies effectively foster critical thinking in fifth-grade students at IED del Barrio Simón Bolívar?
2. What obstacles may arise in implementing communicative tasks designed to promote critical thinking, and how can these be overcome?

These questions anchor the study within Applied Linguistics, examining how language teaching and communicative practices influence students’ cognitive and social development in specific educational contexts.

Pedagogical Implications

To develop critical thinking, learners are invited to analyse topics from multiple perspectives, evaluate evidence, and synthesize information into meaningful conclusions. In practice, this involves activities such as:

• Reflective storytelling about community experiences.
• Debates on social issues using scaffolded English structures.
• Collaborative problem-solving through project-based learning.

Such approaches transform classrooms into thinking spaces where learners engage cognitively and emotionally, thus bridging linguistic competence and intellectual autonomy (Brookfield, 2012).

The 21st Century Context

We live in a century marked by rapid technological change, uncertainty, and constant redefinition of truth and identity (Dewey, 1933; Trilling & Fadel, 2009). In this context, critical thinking empowers students to navigate ambiguity, assess credibility, and consider diverse viewpoints. These competencies are vital not only for academic success but for active citizenship in democratic societies.

When learners learn to question, connect, and create, they evolve into more self-regulated, resilient, and empathetic individuals. And it is that, through English learning, they do not merely acquire a language—they gain a lens to interpret the world.

Conclusion

The pedagogical restructuring at IED del Barrio Simón Bolívar exemplifies a context-responsive model of bilingual education. By integrating communicative competence with critical thinking, the school advances both linguistic equity and human development. This initiative not only contributes to narrowing the educational gap between public and private institutions but also nurtures learners capable of adapting, reasoning, and contributing meaningfully to a global society.

Ultimately, teaching English in this way transcends linguistic goals—it becomes a transformative act of empowerment that prepares students for life, not just exams.

References

Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. Jossey-Bass.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath.

Facione, P. A. (2020). Critical thinking: What it is and why it counts. Measured Reasons LLC.

Freire, P. (1970). Pedagogy of the oppressed. Continuum.

Ministry of National Education. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés. MEN.

Paul, R., & Elder, L. (2014). The miniature guide to critical thinking: Concepts and tools. Foundation for Critical Thinking.

Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.