Ministry of higher and secondary special education uzbekistan state university of world languages department of theoretical sciences of english language

Introduction

English is now considered a global language and more and more people around the world are choosing to learn it. Around the world, educators are tasked with finding the answer to the question, what strategies can be implemented in an English language development course to ensure success in acquisition. each student's language? In Uzbek, each unit of study begins by presenting students with an investigative question like this one, derived from the phenomenon of groups of students working together to answer on a learning project. cooperation set. Uzbek students investigate a phenomenon by trying to find a solution from multiple perspectives and working together to solve the question. Uzbek has built its entire school curriculum around this pedagogy known as phenomenon-based learning (PhenoBL). This platform looks at PhenoBL's success in Uzbek and how to transform their pedagogy into something that can be reflected in schools across the US.

The fundamental question this project answered was: how to create a professional development workshop that teaches educators in the United States how to create an English language development program that focuses on PhenoBL and a combination of language domains while being as culturally inclusive and responsive as possible. ? This platform shows how to incorporate WIDA-compliant content goals into English Language Development (ELD) lessons in a culturally inclusive way, to help students develop language acquisition skills in a culturally inclusive manner. collaborative approach to projects.
Creating projects where the content standards of each core content layer are meaningfully integrated is the first pillar of this integration.
capstone also focuses on including language acquisition practice across WIDA's four language domains in each project. In addition to these two essentials, cultural inclusivity and the importance of not only including students in daily instruction but also regularly using culturally appropriate materials are also developed. The integration of these three components, although extensively studied separately, has been shown to skyrocket students' English language acquisition and overall achievement.