This study sets out to answer the call for explicit instruction in critical thinking for ELL.Using action research and qualitative methodology, I examine the effect of implementing thecognitive apprenticeship paradigm with ELL studying in a mainstream secondary English classusing the American curriculum. I center instruction on authentic texts and scaffold criticalliteracy and thinking tasks for instructional interventions. The data generated by the studyincludes written responses and reflections by the participants. This data is analyzed usingresearch into cognitive theory and critical thinking pedagogy. The results support the cognitiveapprenticehip model as one means for improving the higher literacy of ELL, regardless of leveland background. The findings of this study contribute to the discussion of how to bridge theachievement gap between ELL and their native speaking peers and provide an avenue to advancetheir academic success.
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