Empowering Language Teachers and Learners in Uzbekistan: Opening Doors through Formal English Reading and Writing Development

赋予乌兹别克斯坦语言教师和学习者权力：通过正规英语阅读和写作发展打开大门

• 批准号: ES/P009689/1
• 负责人: Diana Mazgutova
• 金额: --
• 依托单位: Lancaster University
• 依托单位国家: 英国
• 项目类别: Fellowship
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FP009689%2F1
• 关键词: Empowering; Language; Teachers; Learners; Uzbekistan; Empowering; Language; Teachers; Learners; Uzbekistan

On World Teachers' Day 2014, the heads of UNESCO/ ILO/ UNICEF/ UNDP and Education International affirmed that "an education system is only as good as its teachers" [1]. A 2015 UNESCO report [2] on the relationship between the teaching profession and Art. 26 of the UN's Universal Declaration of Human Rights [3], the right to education, reported that teachers often lack the resources and training to give the high standard of teaching required for good learning outcomes. Uzbekistan, a lower-middle income country, has insufficient resources for the education sector to fully capitalise on learner and teacher development, with knock-on effects on its economic workforce.A working knowledge of English is an important facet of a professional education. However, a 2010 OSCE report [4] found that only 1% of students, teachers, professors and public servants in Uzbekistan used English in their professional lives or read articles in English, a finding potentially explained by low levels of English proficiency. Thus, providing a program to improve English formal reading and writing abilities will bring benefits to Uzbek students, language teachers, and, via a trickledown effect, the country as a whole. This will give students the skills to successfully study online/abroad bringing back valuable knowledge to benefit the country, give teachers access to international professional journals to improve their teaching and share their own practices and research, and allow Uzbek citizens to more effectively communicate with the rest of the world.My PhD research focused on the development of formal reading and writing skills of non-native English speaking students. Also, I have been a teacher of formal English in Uzbekistan for 4 years and in the UK for 6 years, and have seen how certain skills and practices could be beneficially transposed from the UK to the Uzbek context. My goal is to create two inter-related educational tools, which aim to initiate and perpetuate high-quality teaching and learning of formal English in Uzbekistan via a bottom-up approach. The tools will be based on my PhD findings and teaching experience that 1) exposure to formal writing styles in English and the use of model essays with extensive feedback, and 2) training teachers on navigating English language knowledge networks and engendering sensitivity to and knowledge of English formal writing styles, are both beneficial to language learners' outcomes.My first aim is to create an interactive model essay website (package 1) containing a corpus of formal student writing in English from the Uzbek context, via my close links with the Uzbekistan Teachers of English Association (UzTEA). The texts will be sorted thematically, digitised, reviewed and annotated with extensive feedback on issues such as text organisation, appropriacy of language, etc. These will interactively allow students and teachers to notice and attempt to correct errors and provide detailed feedback on the correction they choose. The materials will be a valuable pedagogical tool.The second aim is a self-perpetuating workshop on improving formal reading and writing skills (package 2). The 3-day workshop package, in a modular format, will provide instruction to English teachers on aspects of teaching formal reading and writing felt lacking in the Uzbek context. Development of the workshop package will be based on my PhD findings and a brief needs analysis in the form of an online questionnaire. The materials will be constructed via a co-production process, in Uzbekistan, with teachers from varying educational sectors. The workshop package will be implemented by effectively running it with a group of teachers and will thereby also serve as a model for those teachers of how to run the workshop. All resources will be made available online. Attendees will be encouraged to run a similar workshop in their home institutions, thus, initiating a domino effect that can will cascade through the country.

在2014年世界教师时期，联合国教科文组织/ ILO/联合国儿童基金会/ UNDP和国际教育的负责人肯定，“教育体系与其教师一样好” [1]。 2015年联合国教科文组织报告[2]关于教学专业与艺术之间的关系。在联合国普遍宣布人权宣言[3]中，教育权经常缺乏资源和培训来提供良好的学习成果所需的高级教学标准。乌兹别克斯坦（Uzbekistan）是一个中低收入的收入国家，没有足够的资源来使教育部门充分利用学习者和教师的发展，并对其经济劳动力产生了连锁反应。英语的工作知识是专业教育的重要方面。但是，2010年的OSCE报告[4]发现，乌兹别克斯坦的学生，教师，教授和公务员中只有1％的人在职业生活中使用了英语或阅读英语文章，这一发现可能以低水平的英语能力来解释。因此，提供一项计划来提高英语正式阅读和写作能力将为乌兹别克的学生，语言老师以及整个国家带来好处。这将为学生提供成功学习在线/国外的技能，从而带回有价值的知识，使教师获得国际专业期刊以改善教学并分享自己的实践和研究，并允许乌兹别克公民与世界其他地区进行更有效的沟通。我的博士学位研究重点介绍了非本地英语讲话学生的正式阅读和写作技巧的发展。另外，我在乌兹别克斯坦（Uzbekistan）担任正式英语的老师已有4年和英国已有6年的历史了，并看到了如何将某些技能和实践从英国转移到乌兹别克斯坦的背景下。我的目标是创建两种相互关联的教育工具，旨在通过自下而上的方法在乌兹别克斯坦启动和永久学习正式英语的高质量教学和学习。这些工具将基于我的博士学位和教学经验，即1）在英语中接触正式写作风格，并使用具有广泛反馈的模型论文，以及2）培训老师，培训英语语言知识网络和对英语正式写作风格的敏感和知识的敏感性，并使语言学习者的extrus confortive cortern cortern cortern contern contractive contern contern contern contern contern contern conternect contractive。上下文，通过我与乌兹别克斯坦英国协会（UZTEA）的密切联系。这些文本将通过主题，数字化，审查和注释，并在诸如文本组织，语言的适当问题等问题上进行大量反馈。这些都可以互动地允许学生和教师注意到并尝试纠正错误并对他们选择的校正提供详细的反馈。这些材料将是一个有价值的教学工具。第二个目的是关于提高正式阅读和写作技巧的自我延续的研讨会（套餐2）。为期3天的研讨会包，以模块化的格式，将为英语教师提供教学方面的教学正式阅读和写作方面的指导，这在乌兹别克斯坦的背景下感到缺乏。研讨会套餐的开发将基于我的博士学位调查结果，并以在线问卷的形式进行简短的需求分析。这些材料将通过乌兹别克斯坦的共同制作过程与来自不同教育部门的教师建造。研讨会包将通过与一群教师有效地运行，并因此还可以作为那些如何举办研讨会的教师的模型。所有资源将在线提供。将鼓励与会者在其内政机构中举办类似的研讨会，因此，发起多米诺骨牌效应，该效应将在全国范围内级联。