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Abstract
The goal of this article is to explore the ways that Canadian teachers in a support program for newcomer students helped these learners to develop critical thinking. In this multiple case study, data were collected from September to December 2012 through focus groups and individual interviews of 43 teachers. The data reveal that enabling newcomer learners to connect with the classroom material and express an informed opinion is the preferred way that a majority of teachers ensured that newcomer students were able to develop critical thinking. As a result, they practiced a diversity of strategies mostly based around questioning, confidence- and autonomy-building, and enhancing the newcomers’ capacity for reading and writing. These strategies were informed by the conventions of their discipline, the mandate of the PACS, and the resources that were available to them, as well as the teachers’ knowledge regarding newcomer students and critical thinking.