Functional allocations of English in post -Soviet Uzbekistan: Pedagogical implications for English language teachers
This study uses qualitative methods to investigate the functional allocations of English in educational and social contexts in the Republic of Uzbekistan following the political changes of 1991. It also examines Uzbek people's attitudes toward the use of English in this EFL context before and after the collapse of the Soviet Union. The study provides a rationale for making relevant changes to English education, draws implications for curriculum and teacher training, and makes suggestions for improving the teaching and learning of English in the country. The theoretical framework that guided the research is based especially on work by Braj Kachru (1983 and after) and Margie Berns (1990 and after), who investigated the spread and the functions of English in non-native contexts.
The findings reveal that curriculum changes for English language education, which emerged as a result of educational reforms in Uzbekistan, have not been completely implemented mostly due to the shortage of financial support and insufficient teacher training. Because locally organized teacher training institutions are unable to provide effective education, the majority of Uzbek English teachers lack both theoretical knowledge and practical understanding of the principles of new (communicative) approaches to teaching foreign languages. Nevertheless, as a result of the unique role of English in the global village, the Uzbek people's favorable attitudes toward the language and their effort to catch up with the Western world, English has become the most widely learned foreign language in Uzbekistan.
Social studies education
0282: Multicultural education
0534: Social studies education