189Integration of Erickson’s Conceptual Learning Model within EFL Lessons: Focus on Critical Thinking Theoretical Frameworks and the Development of Teacher ExpertiseThis study focuses on the conceptual learning model proposed by Lynn Erickson. This study examines two key aspects: the critical thinking pedagogies employed by the model and its practical application in Japanese International Baccalaureate’s （IB） senior school at EFL （English as a foreign language） classes. Three specific points are addressed and elucidated. Firstly, the critical thinking theory utilised in the model was examined. This confirmed that Erickson’s model is a structured teaching and learning format, incorporating a dialogue-based strategy proposed by Richard Paul, an American critical-thinking researcher. Secondly, the application of the conceptual learning model in EFL education was explored. Findings indicate that the model’s distinctiveness lies in its primary goal of enhancing critical thinking, with questions playing a crucial role in deepening conceptual understanding and fostering students’ dialogue. Thirdly, focus group interviews were conducted with three IB high school teachers implementing lessons as informed by this model to understand its practical application. The outcomes suggest that these teachers aim to facilitate English dialogue, reducing the difficulty of responding to questions and creating scenarios where students continuously engage in critical thinking across diverse knowledge domains. For future research, the author has pinpointed the necessity of analysing experienced teachers’ practical knowledge towards the conceptual learning model and investigating the significance of the ‘transference’ philosophy in the conceptual learning model for advancing critical thinking skills.Yuya AKATSUKA
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