Esp curriculum for higher education in uzbekistan

systems. 
Are institutions keeping up to date with new materials, programs, methodology 
available for teaching and learning? 
Links: Supplementary document 1: Use of TELL in the Curriculum. 
Supplementary document 2: Authentic materials 
Section 4.4 (selection or creation of material) 
2 
THE AIMS OF THE LANGUAGE SUBJECT CURRICULUM 
The broad aims of the subject are to develop communicative language competences and 
performance relevant to learners’ future academic and professional activities within the 
framework and standards of the CEFR. The CEFR provides a model of language with four 
dimensions (see Figure 1): 
2.1 Communicative language competences imply ability and readiness to build 
communication in the target language; an insight into the culture of the countries and 
contexts where the language is used; and a better understanding and ability to present the 
culture of the home country in the foreign language. The following competences underlie 
the Curriculum: 
Linguistic competence is the ability to apply the language material (phonological, 
grammatical, lexical) in communication with others. A foreign language, especially 
English, may be used as a lingua franca between people who have different mother 

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tongues rather than simply communication with native speakers. Teachers are 
therefore advised to include a variety of sources of English which are relevant to their 
students. E.g. English spoken by Indians, Germans, Chinese, Koreans Turks, 
Emiratis. 
Sociolinguistic competence denotes skills and abilities to recognise and choose the 
appropriate linguistic form and method of expression according to the 
academic/professional communicative situation, aim or request.