Mapping Key Aspects for A Critical Thinking-Integrated B1 Reading Curriculum in French Language Learning

• Siti Umaya

  Indonesia University of Education

  Author

• Asep Herry Hernawan

  Indonesia University of Education

  Author

• Laksmi Dewi

  Indonesia University of Education

  Author

The role of critical thinking in foreign language curricula remains underdeveloped, particularly in B1-level reading instruction for French as a Foreign Language in non-Francophone higher education contexts. Although critical thinking is frequently stated as a curricular goal, it is rarely operationalized in instructional practices, while assessment continues to prioritize linguistic accuracy over reasoning quality. This study aims to map key aspects required for designing a CEFR-aligned B1 reading curriculum that explicitly integrates critical thinking for Indonesian university students. A descriptive research design was employed, primarily based on a student needs-analysis questionnaire, complemented by document analysis of CEFR/CECRL descriptors, relevant pedagogical literature, and brief instructor interviews. Quantitative data were analysed using descriptive statistics, while qualitative data supported interpretation through thematic analysis. The findings identify four interrelated curriculum aspects: alignment of B1 reading outcomes with critical-thinking skills, selection of authentic and culturally relevant texts, use of inquiry and reasoning-oriented learning strategies, and assessment practices that integrate comprehension and critical-thinking performance. This mapping provides a context-responsive foundation for B1 reading curriculum development in non-Francophone contexts.

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