This work identifies and argues for contact effects across a wide range of core morphology and syntax, using these both to shed new light on regional history and to test claims about the limits on, and expected outcomes of, contact. These share similar linguistic ecologies in many respects, and can be regarded as among the most extreme representatives of a language contact situation ongoing for centuries across the oases of the northern Sahara. This thesis examines the effects of contact on the grammars of the languages of two Saharan oases, Siwa and Tabelbala. However, what exactly they use these questions for remains doubtful, as does whether or not they employ them in teaching all language skills and types of knowledge. It is a surprising, yet encouraging, finding that primary teachers ask all types of questions nearly at the same frequency as their colleagues from secondary schools. It is evident from the data that all teachers, irrespective of their teaching experience or grade that they teach, use different types of questions promoting CT. The data gathered reveal that both primary and secondary school teachers ask questions equally often. Twenty-four teachers were asked to complete a questionnaire that included samples of different types of questions and to indicate how often they ask each one. More precisely, the aim of the paper is to examine how often primary and secondary EFL teachers in Serbia ask questions that promote higher-order think- ing skills, as well as what questions they ask. The aim of this paper, thus, is to investigate the practice of asking questions among English lan- guage (EFL) teachers in Serbia. The practice of disciplined and thoughtful questioning is believed to be one of the most efficient ways of promoting students’ CT. How that is exactly to be done, however, is still open to debate, as there are not many professional development opportunities provid- ing such instruction that are available to teachers. Teachers of all school sub- jects are advised to instil this skill in their students. Developing the skill of critical thinking (CT) has recently come into the limelight as one of the most desirable educational outcomes in the new millennium.

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